Full Description
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.
Chapters 5, 6, and 13 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Contents
Introduction Simone Dunekacke, Aljoscha Jegodtka, Thomas Koinzer, Katja Eilerts & Lars Jenßen
Part 1 - Dispositions
Voices of competence: What I learned from my Early Education students
by Herbert P. Ginsburg
Preschool teachers' mathematical pedagogical content knowledge and self-reported classroom activities
by Joke Torbeyns, Febe Demedts and Fien Depaepe
Age-appropriate performance expectations and learning objectives of early childhood teachers in the field of mathematics: a cross-country comparison of Austria and Switzerland
by Karoline Rettenbacher, Lars Eichen, Manfred Pfiffner & Catherine Walter-Laager
How preservice teacher training changes prospective ECEC teachers' emotions about mathematics
by Oliver Thiel
A math-avoidant profession? Review of the current research about early childhood teachers' mathematics anxiety and empirical evidence
by Lars Jenßen
Kindergarten educators' affective-motivational dispositions: examining enthusiasm for fostering mathematics in kindergarten
by Franziska Vogt, Miriam Leuchter, Simone Dunekacke, Aiso Heinze, Anke Lindmeier, Susanne Kuratli Geeler, Anuschka Meier, Selma Seemann, Andrea Wullschleger & Elisabeth Moser Opitz
Part 2 - Situation-Specific Skills
Early mathematics education - What do pre-service teachers learn?
by Simone Dunekacke & Sigrid Blömeke
Supporting Preservice Early Childhood Educators to Identify Mathematical Activities in the Actions of Preverbal Young Children
by Audrey Cooke & Jenny Jay
Part 3 - Performance
Early childhood teachers' selection of subskills-related activities and instructional approaches to foster children's early number skills
by Lara Pohle, Lars Jenßen & Katja Eilerts
Longitudinal Evaluation of a Scale-up Model for Professional Development in Early Mathematics
by Julie Sarama, Douglas H. Clements & Shannon Stark Guss
Preschool Teachers' Ways of Promoting Mathematical Learning in Picture Book Reading
by Camilla Björklund & Hanna Palmér
The relative frequency of mathematical learning opportunities in the morning circle in relation to the development of children's mathematical competencies
by Aljoscha Jegodtka, Georg Hosoya, Markus Szczesny, Lars Jenßen, Corinna Schmude
Outlook: Context and its consequences—a neglected factor in research on early-childhood teachers' professional skills?
by Esther Brunner
