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Imagining a Future in Pre K : How Professional Identity Shapes Notions of Early Mathematics
Author(s) -
Graue Elizabeth,
Karabon Anne,
Delaney Katherine Kresin,
Whyte Kristin,
Kim Jiwon,
Wager Anita
Publication year - 2015
Publication title -
anthropology and education quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.531
H-Index - 46
eISSN - 1548-1492
pISSN - 0161-7761
DOI - 10.1111/aeq.12086
Subject(s) - identity (music) , pedagogy , early childhood , early childhood education , professional development , mathematics education , sociology , psychology , developmental psychology , physics , acoustics
This article describes how early childhood teachers engaged in a public pre K professional development program. We examine how developing teacher identities mediated engagement with the discourses of developmentally appropriate practice, early mathematics, and funds of knowledge and how they connected present practice to an imagined future. We found that helping them to connect practice experience and new mathematical content knowledge through play allowed them to envision a meaningful place for math with young children.