DEVELOPING PRESCHOOL TEACHERS’ MATHEMATICAL TEACHING KNOWLEDGE THROUGH PEER DISCUSSION USING THE LOMT MODEL

The purpose of this study was to inquire into five preschool teachers’ mathematics teaching practice knowledge development in Taiwan. Through a community called a “Learning Organization of Mathematics Teaching” (LOMT), the researchers provided the participants with opportunities to better understand the theories of teaching activity design, design mathematics activities and to share them with others. Various data were obtained through observations, interviews and the collection of relevant documents. From analyses of these data, it was found that changes took place in terms of the preschool teachers’ views about mathematics teaching, their understandings of mathematics conceptions and of students’ learning of mathematics, and the operation of classrooms. Finally, from reflection on the process of investigating participating preschool teachers’ teaching practice knowledge development in mathematics, the researcher developed a gateway for the operation of the LOMT model.