Benefits and Challenges of Teacher Professional Learning in a Mathematics Intervention Study in the Early Years (JK-Grade 2)

Research shows spatial reasoning and an early start to mathematics are key predictors of later school success. This thesis explores educator learning in a professional learning intervention study, focusing on spatial reasoning tasks. A team of JK-Grade 2 teachers, early childhood educators and a math coach spent time implementing a series of playful, research-developed spatial reasoning tasks in mathematics. Educator learning throughout this process was considered, with particular focus on two cases: a kindergarten teacher and a math coach. Results indicate several benefits to educator learning, including learning by observing children, through implementation of research-developed tasks, about mathematics content, and through personal reflection. The co-creation of tasks was highlighted as extremely important for educator learning. It is important for educators to co-create tasks instead of simply implementing existing ones. This intervention study also highlighted some challenges of teacher professional learning, including time, administrator support, educator perceptions and implementation of tasks.M.A