Gradus
VOL 3, NO 1 (2016): SPRING (APRIL)
RESEARCH BASED EXPERIENCE IN THE DEVELOPMENT OF EARLY NUMBER SENSE IN EARLY CHILDHOOD CLASSROOMS IN NEW YORK CITY
Abstract
A native Hungarian professor has taught in New York City for 20+ years. This paper presents an auto-ethnographic study of a her work with early childhood teachers in pre-service and in- service settings.The constructivist perspective provides avantage point to understand sucessful development of early childhood math education strategies.
Keywords
Keywords: Mathematics Education, Number Sense, Early Childhood Education, Auto-Ethnography,
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