The Interview Project: A Way of Bridging Theory and Practice in Early Childhood Mathematics Preservice Teacher Education

Authors

Doris Santarone, Georgia College and State UniversityFollow

Abstract

Twenty-nine early childhood preservice teachers (PSTs) participated in an Interview Project. The project’s goals were for the PSTs to apply their knowledge of research on children’s mathematics in their interactions with a child and to learn to listen to and learn from children. The purpose of the study was to evaluate the project and determine whether it met these goals. Pre and post data were collected, and I found that the PSTs showed a significant improvement in their ability to describe and analyze a child’s mathematics and to use their listening to make appropriate instructional decisions. In addition, I found that the PSTs were rethinking their definitions of teaching and learning mathematics.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Santarone, Doris (2019) "The Interview Project: A Way of Bridging Theory and Practice in Early Childhood Mathematics Preservice Teacher Education," Georgia Educational Researcher: Vol. 16: Iss. 2, Article 3.
DOI: 10.20429/ger.2019.160203
Available at: https://digitalcommons.georgiasouthern.edu/gerjournal/vol16/iss2/3