Teacher knowledge: A crucial factor in supporting mathematical learning through play

Parsonage, Norah

dc.contributor.author	Parsonage, Norah	en
dc.date.accessioned	2015-04-10T02:09:43Z	en
dc.date.available	2015-04-10T02:09:43Z	en
dc.date.issued	2001-11	en
dc.identifier.citation	ACE papers, Issue 11: Issues in Mathematics Education, Paper 5.	en
dc.identifier.uri	http://hdl.handle.net/2292/25108	en
dc.description	These ACE working papers were a publication of the Auckland College of Education and the last of these was produced in 2006.	en
dc.description.abstract	This paper reports on the mathematical thinking taking place during play in a sessional kindergarten. It identifies ways in which early childhood teachers can broaden their professional development in mathematics education, and indeed why many early childhood teachers might need to do so, in order to enhance the mathematical learning of their children. Narratives in the form of learning stories, and photographs of the children at play, augmented and supported the findings of the investigation.	en
dc.language.iso	en	en
dc.relation.ispartofseries	ACE papers	en
dc.rights	Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.	en
dc.rights.uri	https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm	en
dc.title	Teacher knowledge: A crucial factor in supporting mathematical learning through play	en
dc.type	Technical Report	en
pubs.issue	11	en
dc.rights.accessrights	http://purl.org/eprint/accessRights/OpenAccess	en