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Pedagogical Content Knowledge In Early Mathematics: What Teachers Know And How It Associates With Teaching And Learning, Yinna Zhang
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The study was designed to examine the profile of early childhood teachers' content-specific knowledge, also referred to as pedagogical content knowledge, in early mathematics (PCK-EM) and investigate how PCK-EM relates to the quality of their mathematics teaching quality and students' mathematical learning outcomes. A total of 182 teachers working with high need students from Pre-K through Grade 3 in an urban public school system participated in the study and analyzed a video of mathematics teaching through an online survey. The results painted a bleak picture regarding the profile of early childhood teachers' PCK-EM: as a whole, teachers' survey responses lacked …