Knowledge for teaching number in preschool preservice teachers: The effect of a didactic of mathematics course

Abstract

Research on initial teacher education has evidenced insufficient prospective teachers` knowledge about teaching. In this context, we investigated the effect of a mathematics education course in the knowledge of prospective preschool educators for the teaching of number. The course was based on a construct of teacher knowledge, including knowledge on logic, number, stage of children’s learning and teaching organization. Methodologies as video analysis, case study and lesson study were used to integrate theory and practice in initial education. We used a mixed approach, quasi-experimental design with a test of knowledge before and after the course, concept maps and interviews, being stated significant differences in favor of the course. The study provides a conceptual framework and methodologies for initial training in didactics of mathematics for Early Childhood Education.