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Early Mathematics Learning pp 291–306Cite as

Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions

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Abstract

This chapter presents the Cognitive Affective Mathematics Teacher Education (CAMTE) framework, a framework used in planning and implementing professional development for teachers. The CAMTE framework takes into consideration teachers’ knowledge as well as self-efficacy beliefs to teach mathematics. The context of counting and enumeration is used to illustrate how the framework can be used to investigate preschool teachers’ knowledge and self-efficacy related to children’s conceptions. Different aspects of teachers’ knowledge, such as knowledge of students and knowledge of tasks are discussed. Ways of promoting teachers’ self-efficacy are also presented. Finally, the case of one preschool teacher is described in detail, showing how the teacher began to adopt a constructivist approach to instruction.

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Conflict of Interest

This research was partially supported by The Israel Science Foundation (grant no. 654/10).

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Authors and Affiliations

  1. Tel Aviv University, Ramat Aviv, 6997801, Tel Aviv, Israel

    Pessia Tsamir, Dina Tirosh, Esther Levenson, Michal Tabach & Ruthi Barkai

Authors
  1. Pessia Tsamir
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  2. Dina Tirosh
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  3. Esther Levenson
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  4. Michal Tabach
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  5. Ruthi Barkai
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Corresponding author

Correspondence to Pessia Tsamir .

Editor information

Editors and Affiliations

  1. Institut für Mathematik, Martin-Luther-Univ Halle-Wittenberg, Halle, Germany

    Ulrich Kortenkamp

  2. Inst. für Schulpädaogik und Grundschuldidaktik, Martin-Luther-Universität Halle-Wittenberg, Halle (Salle), Germany

    Birgit Brandt

  3. Pädagogische Hochschule Karlsruhe, Institut für Mathematik und Informatik, Karlsruhe, Germany

    Christiane Benz

  4. FB 12 Informatik und Mathematik, Goethe Universität Frankfurt am Main FB 12 Informatik und Mathematik, Frankfurt am Maim, Germany

    Götz Krummheuer

  5. Fachrichtung 6.1 Mathematik, Universität des Sarlandes, Sarbrücken, Germany

    Silke Ladel

  6. FB 12 Informatik und Mathematik, Goethe Universität Frankfurt am Main, Frankfurt, Germany

    Rose Vogel

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Tsamir, P., Tirosh, D., Levenson, E., Tabach, M., Barkai, R. (2014). Employing the CAMTE Framework: Focusing on Preschool Teachers’ Knowledge and Self-efficacy Related to Students’ Conceptions. In: Kortenkamp, U., Brandt, B., Benz, C., Krummheuer, G., Ladel, S., Vogel, R. (eds) Early Mathematics Learning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4678-1_18

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