Books+ Search Results
Early childhood teachers' professional competence in mathematics
Title
Early childhood teachers' professional competence in mathematics / edited by Simone Dunekacke [and 4 others].
ISBN
1000474054
1000474070
1003172520
9781000474053
9781000474077
9781003172529
1032000546
9781032000541
Publication
Abingdon, Oxon ; New York, NY : Routledge, 2022.
Copyright Notice Date
©2022
Physical Description
1 online resource
Local Notes
Access is available to the Yale community.
Access and use
Access restricted by licensing agreement.
Biographical / Historical Note
Simone Dunekacke is Assistant Professor for Research on Early Childhood Education at the Freie Universitt̃ Berlin, Germany. Aljoscha Jegodtka is Professor for Social Work at the International University Berlin, Germany. Thomas Koinzer is Professor for Educational Science at the Humboldt-Universitt̃ zu Berlin, Germany. Katja Eilerts is Professor for Primary School Education in Mathematics at the Humboldt-Universitt̃ zu Berlin, Germany. Lars Jenßen is a Researcher in Educational Science and Psychology with a focus on Mathematics at Humboldt-Universitt̃ zu Berlin, Germany.
Summary
This edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area. The book argues that it is essential for early childhood teachers to prepare a high-quality learning environment and that mathematical competence is highly relevant for children's individual development. Bringing together research from mathematics education, educational science and psychology, it integrates international perspectives and considers the contextual factors that affect the development of children's mathematical competence within Early Childhood Education and Care (ECEC) settings. The book uses a model to describe professional teacher competence that considers the dispositions of early childhood teachers, situation-specific skills of early childhood teachers and the performance of early childhood teachers. The book is the first of its kind to give a comprehensive overview and allows for integrative perspectives and interdisciplinary understanding regarding pre- and in-service ECEC teachers' professional competence in the domain of mathematics. It will be essential reading for academics, researchers and students of early childhood education, mathematics education and teacher education. Chapter 5 and Chapter 13 of this book are available for free in PDF format as Open Access from the individual product page at www.routledge.com. It has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Variant and related titles
Taylor & Francis. EBA 2024-2025.
Other formats
Print version:
Print version:
Format
Books / Online
Language
English
Added to Catalog
October 04, 2024
Series
Routledge research in early childhood education
Contents
Introduction
PART I: Dispositions
1. Voices of competence: What I learned from my early education students
2. Preschool teachers' mathematical pedagogical content knowledge and self-reported classroom activities
3. Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: A cross-country comparison of Austria and Switzerland
4. How pre-service teacher training changes prospective ECEC teachers' emotions about mathematics
5. A math-avoidant profession?: Review of the current research about early childhood teachers' mathematics anxiety and empirical evidence
6. Kindergarten educators' affective-motivational dispositions: Examining enthusiasm for fostering mathematics in kindergarten
PART II: Situation-Specific Skills
7. Early mathematics education: What do pre-service teachers learn?
8. Supporting pre-service early childhood educators to identify mathematical activities in the actions of preverbal young children
PART III: Performance
9. Early childhood teachers' selection of subskills-related activities and instructional approaches to foster children's early number skills
10. Longitudinal evaluation of a scale-up model for professional development in early mathematics
11. Pre-school teachers' ways of promoting mathematical learning in picture book reading
12. The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children's mathematical competencies
13. Outlook: Context and its consequences: A neglected factor in research on early childhood teachers' professional skills?
Subjects
Genre/Form
Electronic books.
Also listed under
Bookmark As
Citation
