Search results for: Herron Julie

In this case study, the researcher investigated three pre-K teachers’ perceptions of mathematics curriculum at their school in west Alabama. Three themes emerged from the data (a) math resources for the pre-K classroom, (b( pushing beyond—thinking mathematically, and (c) instructional strategies used in the pre-K classroom. These themes revealed how all of the teachers’ perceptions of early childhood mathematics curriculum and instruction changed over the course of the study.