Standard P.1. Partnerships

An effective mathematics teacher preparation program has significant input and participation from all appropriate stakeholders. |

Effective programs preparing teachers of mathematics at the early childhood level include collaboration among the wide range of stakeholders, such as mathematics teacher educators and researchers, their teacher preparation colleagues, preschool and primary grade educators, mathematicians, and community members. Their multiple perspectives and knowledge bases ensure that programs will effectively deepen candidates' mathematical knowledge relevant to their teaching and develop mathematical pedagogies and effective teaching practices as well as address the diverse needs of its communities.

Strong partnerships engage all partners in developing a common vision and identifiable goals: the preparation of high-quality early childhood teachers of mathematics. The partnership ideally includes a range of stakeholders, at the minimum, mathematics teacher educators and researchers, their teacher preparation colleagues, preschool and primary grade educators, mathematicians, and community members (these stakeholders and more are essential, and all professionals need scientific knowledge of young children’s development; see IOM & NRC, 2015). Teacher preparation programs benefit from collaborative partnerships that bring together multiple perspectives to ensure that programs deepen candidates' mathematical knowledge relevant to their teaching and develop mathematical pedagogies and effective teaching practices as well as address the diverse needs of its communities. Refer to Chapter 3 for specific guidance on building effective partnerships to support the preparation of well-prepared beginning early childhood teachers of mathematics.