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ERIC Number: EJ1163823
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1442-3901
Collective but Diverse: Preschool Teachers Networking to Develop Toddler Mathematics
Palmér, Hanna; Björklund, Camilla
Mathematics Teacher Education and Development, v19 n3 p3-16 2017
This article focuses on professional development among teachers within a Swedish national network on toddler mathematics education. The activities within this network can be understood as participant-oriented collective professional development based on a knowledge of practice approach. An inventory of toddler mathematics was performed within this network through observations of authentic mathematical activities. The inventory made diversity in the participating teachers' perceptions of toddler mathematics visible; different activities were labelled similarly and opposite, similar activities were labelled differently. The inventory made clear the need for theoretical influence and discussions in practical inquiry. The addition of theoretical notions made previous invisible diversity among the network members visible, and strengthened the opportunities for further collective professional development. Diversity becoming visible contributed to the knowledge of practice approach, as well as the development of the professional language of the participating teachers.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A