Abstract
This chapter is concerned with developing teachers’ knowledge for teaching mathematics in preschool. Like Alan Schoenfeld, we are concerned with teachers, in this case preschool teachers, knowing school mathematics in depth and in breadth. Like Günter Törner, one of the founders of theMAVI (Mathematical Views) conference, we are concerned with the affective side of teacher education. The framework we present in this chapter combines both cognitive and affective aspects related to facilitating proficient mathematics teaching in preschool.
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Tsamir, P., Tirosh, D., Levenson, E., Barkai, R., Tabach, M. (2013). The Camte Framework. In: Li, Y., Moschkovich, J.N. (eds) Proficiency and Beliefs in Learning and Teaching Mathematics. Mathematics Teaching and Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-299-0_7
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DOI: https://doi.org/10.1007/978-94-6209-299-0_7
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