<p>Early childhood teachers pursuing associate degrees often repeated the college algebra course, demanding, “Why do we have to take this? We don’t teach algebra!” Expectations for their training were not well-aligned with their mathematics preparation or teaching work. I have taught the mathematics courses and young children and have worked for an early childhood practice, policy, and research agency. I wanted to learn about these teachers’ experiences as mathematics learners and teachers, with a goal to share the complex nature of their work with teacher educators and other stakeholders to identify better avenues for their mathematics training. I explored the questions: (1) What role, if any, do mathematical learning experiences play in early childhood teachers’ mathematics teaching practice? (2) In what ways do their voices contribute to the professional dialogue regarding teaching mathematics with young children? </p> <p>Dewey’s (1938/1998) <i>experience</i> construct provided lenses to examine early childhood teachers’ experiences learning and teaching mathematics. <i>Continuity</i>, <i>interaction</i>, <i>social control</i>, <i>freedom</i>, <i>purpose</i>, and <i>subject matter</i> provided insights and situated teachers’ experiences within a disparate patchwork of settings and policies. Two family childcare providers participated in this narrative inquiry (Clandinin & Connelly) through an interview on their experiences learning and teaching mathematics and three classroom observations. After analyzing data for Dewey’s (1938/1998) <i>experience</i> constructs, I used narrative analysis (Polkinghorne, 1995) and teaching images (Clandinin, 1985) to write an emplotted narrative for each teacher, Josie and Patsy.</p> Josie told a turning point story (Drake, 2006) of making mathematics “real,” influencing her mathematics teaching practice as she integrated “real” mathematics into everyday activities. Patsy’s appreciation for mathematics and building was seen in her story of a child explaining he used the wide blocks for his base, elaborating, “He's telling me HOW he's building.” While Josie and Patsy had few opportunities to learn about teaching mathematics with young children, they were eager to learn. I propose a training for early childhood teachers, iteratively working as a group to investigate a personal mathematics teaching puzzle or celebration, building on their mathematical personal practical knowledge. Adding my own story to those of the teachers, like Josie’s and Patsy’s, of our work together, will add to my understanding and development of my practice as a curriculum maker (Clandinin & Connelly, 1992), as early childhood teachers’ voices contribute to the professional dialogue about teaching mathematics with young children.

我國女性勞動參與率逐年上升，雙薪家庭比例逐年升高，然而在家庭中幼兒的照顧工作仍以女性為主力，透過完備的公共托育政策將有助於平等性別分工。我國自2001年起推動社區保母系統服務，自2008年起開辦保母托育管理與托育費用補助計畫，旨在於使雙薪家庭父母親能夠安心使用保母托育服務。 本研究目的在探討幼兒父親與母親決定使用保母服務及選擇保母的動機及考量因素，以及使用保母服務托育後父親與母親自覺對自己的父職角色及母職角色的認知有何影響。並透過研究結果以提供保母與保母托育服務管理者參考及協助媒合。 本研究屬質化研究，透過位於台北的彭婉如基金會提供9對父母親受訪者，為避免夫妻權力干擾，訪談方式為研究者與父母親分開之單獨訪談。研究結論歸納九點：一、因家庭經濟考量與無法由家裡長輩照顧而尋求保母托育，且「人際管道」為主要的找保母管道；二、父母親普遍重視保母證照；三、選擇保母時，父母親重視托育持續性，意即可固定保母長期托育；四、父母親期待保母能有其他托育幼兒，使幼兒可學習人際互動；五、父母親選擇保母時重視幼兒感受；六、家長使用有系統管理的保母較安心；七、家庭對於選擇保母是以「母親」意見為主導，且母親考量較細緻；八、母親對於使用保母服務有愧疚感且感受深切，父親則無；九、使用保母服務有助於親職角色的發揮。最後，提出幾點關於承辦社區保母系統基金會的角色、保母訓練課程，以及托育政策等的相關建議。 / Taiwan's female labor force participation rate increased year by year, the proportion of double-income family is gradually increased, however, still women in the care of the children in the family as the main force, through a comprehensive public childcare policy will contribute to equal gender division of labor. Taiwan since 2001 to promote Communal Nurse the System service, Child care management and child care fee allowance program offered since 2008, aims to double income families, parents can feel at ease to use the Family child care providers nursery service. The purpose of this study was to investigate fathers and mothers decided to use the family child care providers nursery service and the motives and considerations of selecting the family child care providers, as well as after the use of the family child care providers nursery service, the father and the mother is conscious awareness of fatherhood and Motherhood what impact. And through research results to provide Family child care providers and the Family child care providers nursery service managers Reference and assist in matching. This study is a qualitative research, nine pairs of parents of respondents through the Peng Wan-Ru Foundation located at Taipei. The way of interview in this study to separate researcher and the parents is for avoiding the interference from parents by marital power. Conclusion this study of nine points:1.Due to the family economy and at home elder cannot take care of children, seeking for a child care, and seeking for a child care “interpersonal channels” is the main way; 2. Parents generally value the Family child care providers’ license; 3.Select a family child care provider parents attach importance to child care sustained, meaning family child care providers can be long-term childcare; 4.Parents look forward to the family child care providers can take care other children so that children can learn social interaction; 5.Parents choose family child care providers focus on children feeling; 6.Parents use family child care providers of systems management service feel trust; 7.Family select the family child care providers leading on the views of "mother", and mother considerations is in greater detail; 8. Mother feeling guilt and deep feelings for the family child care provider service, but no father; 9.The family child care providers nursery service contribute to the parenting role to play. Finally, offer some points of the foundation’s role to host the Communal Nurse System service, family child care providers training courses and childcare policy recommendations.