Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Mary Boose
Committee Member
Barbara Packer
Keywords
action research, age level, classroom observation checklist, coaching, communication, comparing, connection, counting, Early Childhood Education, free play, mathematical activities, mathematical concepts, mathematical processing skills, mathematical skills, Mathematics, measuring, mini lectures, modeling, patterning, Preschool Children, Preschool Skills Assessment, problem solving, reasoning, representation, scaffolding, Scaffolding (Teaching Technique), seriating, small group activities, sorting, teacher training, teaching methods, teachers' knowledge, teachers' skills
Abstract
This applied dissertation was designed to increase preschool children’s development of mathematical skills to build a foundation for future mathematics learning and success. Prior to implementation, observations in the setting demonstrated preschool children participation in a minimum of one or two mathematical activities daily. Eight of 16 preschool children scored below age level in mathematical skills of counting, patterning, sorting, comparing, measuring, and seriating on the Preschool Skills Assessment. Sixteen preschool children used mathematical processing skills of connection, representation, communication, reasoning, and problem solving 14 times during a 1-hour observation when participating in small group activities during free play as recorded on a Classroom Observation Checklist.
The writer used directive and supportive solution strategies to increase teachers’ knowledge and skills in teaching mathematical concepts to preschool children. Teacher training was designed and implemented through methods of action research, mini lectures, small group activities, and discussions. Teacher support included modeling appropriate teaching methods, coaching teaching practices, and listening to teachers’ reflections.
An analysis of data indicated an increase in the number of mathematical activities available to preschool children. Results showed an increase in the writer’s observation of preschool children’s mathematical processing skills of connection, representation, communication, reasoning, and problem solving. Results also indicated that teachers were more directive and responsive with preschool children and increased their participation in free play activities that focused on mathematical processes. The results indicated the number of preschool children scoring at age level or above in mathematical skills of counting, patterning, sorting, comparing, measuring, and seriating did not increase; therefore, the correlation between teacher training and using stronger mathematical concepts was not established.