Using Children’s Patterning Tasks During Professional Development for Preschool Teachers

  • Dina Tirosh
  • Pessia Tsamir
  • Ruthi Barkai
  • Esther Levenson


Patterning activities in preschool are considered one way for enhancing young children’s appreciation for structure. Preschool teachers, however, are not always aware of the mathematics behind these activities. This paper describes one part of a professional development program that employs the use of tasks for children to promote preschool teachers’ knowledge for teaching patterns. Segments of the program reflect how the refined Cognitive Affective Mathematics Teacher Education framework helped to ensure that while engaging in pattern tasks for children, teachers enhanced their mathematics knowledge, knowledge of students, and knowledge of tasks.


Repeating patterns Preschool teachers Unit of repeat Professional development Pattern tasks The CAMTE framework 



This research was supported by the Israel Science Foundation (grant no. 1270/14).


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Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Dina Tirosh
    • 1
  • Pessia Tsamir
    • 1
  • Ruthi Barkai
    • 1
  • Esther Levenson
    • 1
  1. 1.Tel Aviv UniversityTel AvivIsrael

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