Hi,

Good Evening,

Kindly see the following link:

http://ici-bostonready-pd-2009-2010.wikispaces.umb.edu/file/view/Starting+Small+Building+Preschool+Teacher+Knowledge.pdf

http://www.highscope.org/file/EducationalPrograms/EarlyChildhood/UPKfullReport.pdf

Hello Senthilvel

Thank you very much for your contribution to properly study , to take advantage , but still expect more specific information.

The question is how to measure specific knowledge for teaching mathematics in kindergarten classrooms ?

The Israeli Institution for measuring the education system in Israel "RAMA" is in a process of finding some idicators for measuring teachers, but not the specific group and subject you mention. 

Dear Chen

Although they do not coincide with the searched by us, perhaps you can share the criteria that originate indicators ustados for you. It occurs to me that they could give us new ideas for writing a review of specific knowledge for teaching mathematics.

Very grateful in advance

Regards

As Doris Elster says in his question: What is the impact of mentoring in the development of PCK of teacher candidates ?, we want to know the influence of training, in all its aspects, on Didactic or Specific Content Knowledge for teach (PCK).

But we are attacking a previous question in the present case (the kindergarten teachers in the teaching of mathematics), which is to characterize this knowledge in future teachers.

Certainly there are multiple issues we see that help evolve the PCK of student teachers, including tutorials. But how to respond to how they influence, mentoring, in this case, not knowing characterize the PCK expected?

Hi Jose,

So are you evaluating the content knowledge of kindergarten teachers in training or are you evaluating their ability to teach the content so that students will learn effectively? I would have thought that the content of kindergarten mathematics (counting, some very basic place value, basic shapes etc) should almost be well known by all adults. How to teach these concepts, is of course, a separate and much more complicated proposition.

Regards, Kevin.

Hello everyone and thanks for the contributions received

Actually, to answer the last stakeholders, certainly if we try to characterize their knowledge about such a basic math, but with a superior look no citizen teacher, because the teacher training, give two courses in the degree of mestro yard di children and we want to improve the materials and work lights with students in training

There is a logical component structure, which is contradictory sometimes with the usual logic of ciudaddano, clsificar as logic capacity is not the same as sorting clothes closet; the relationship of "being between" in topological sense is not the same as at a party, saying four of a child of three years, is not what an adult modeled on his head on the concept of quantity, cuado an adult sees the numeral; be longest in the street and in the classroom-numerical 3 years, can not mean the same question.

And, do not you agree that this special language understood what his teacher? And for that, the math teacher trainers for the infant stage, we should not identify, understand, analyze and plan for situations where it can deepen the knowledge of future teachers?

But how do we detect them ?, As we walk around and we continue to call investigating aid

Thanks in advance

Chema