Mathematics Education in the Early Years pp 47-67 | Cite as

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

## Abstract

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.

## Keywords

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

### Acknowledgment

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

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