The influence of preschool teachers' content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children's play

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2016
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Oppermann, Elisa
Anders, Yvonne
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Teaching and Teacher Education. 2016, 58, pp. 174-184. ISSN 0742-051X. eISSN 1879-2480. Available under: doi: 10.1016/j.tate.2016.05.004
Zusammenfassung

In countries with a social pedagogic tradition for early childhood education, mathematical learning typically takes place in play-based situations. Preschool teachers’ ability to recognize mathematical content in children’s play is therefore an important prerequisite for educational quality. The present study examines how this ability relates to other aspects of preschool teachers’ professional competencies. Findings from regression analysis indicate that mathematical content knowledge (CK) predicts teachers’ sensitivity to mathematical content. However, further analyses reveal that this association is mediated by preschool teachers’ self-efficacy beliefs.

Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
370 Erziehung, Schul- und Bildungswesen
Schlagwörter
Preschool mathematics; Pedagogical content knowledge; Content knowledge; Teacher beliefs; Self-efficacy; Self-concept
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ISO 690OPPERMANN, Elisa, Yvonne ANDERS, Axinja HACHFELD, 2016. The influence of preschool teachers' content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children's play. In: Teaching and Teacher Education. 2016, 58, pp. 174-184. ISSN 0742-051X. eISSN 1879-2480. Available under: doi: 10.1016/j.tate.2016.05.004
BibTex
@article{Oppermann2016-08influ-38735,
  year={2016},
  doi={10.1016/j.tate.2016.05.004},
  title={The influence of preschool teachers' content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children's play},
  volume={58},
  issn={0742-051X},
  journal={Teaching and Teacher Education},
  pages={174--184},
  author={Oppermann, Elisa and Anders, Yvonne and Hachfeld, Axinja}
}
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