KOPS - Das Institutionelle Repositorium der Universität Konstanz

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

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

Publikationstyp: Zeitschriftenartikel
Publikationsstatus: Published
Autor/innen: Oppermann, Elisa; Anders, Yvonne; Hachfeld, Axinja
Erscheinungsjahr: 2016
Erschienen in: Teaching and Teacher Education ; 58 (2016). - S. 174-184. - ISSN 0742-051X. - eISSN 1879-2480
DOI (zitierfähiger Link): https://dx.doi.org/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.
Fachgebiet (DDC): 370 Erziehung, Schul- und Bildungswesen
Schlagwörter: Preschool mathematics; Pedagogical content knowledge; Content knowledge; Teacher beliefs; Self-efficacy; Self-concept
Universitätsbibliographie: Ja

Zitieren

Dateien zu dieser Ressource

Dateien Größe Format Anzeige

Zu diesem Dokument gibt es keine Dateien.

OPPERMANN, 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. 58, pp. 174-184. ISSN 0742-051X. eISSN 1879-2480. Available under: doi: 10.1016/j.tate.2016.05.004

@article{Oppermann2016-08influ-38735, title={The influence of preschool teachers' content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children's play}, year={2016}, doi={10.1016/j.tate.2016.05.004}, volume={58}, issn={0742-051X}, journal={Teaching and Teacher Education}, pages={174--184}, author={Oppermann, Elisa and Anders, Yvonne and Hachfeld, Axinja} }

<rdf:RDF xmlns:dcterms="http://purl.org/dc/terms/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:bibo="http://purl.org/ontology/bibo/" xmlns:dspace="http://digital-repositories.org/ontologies/dspace/0.1.0#" xmlns:foaf="http://xmlns.com/foaf/0.1/" xmlns:void="http://rdfs.org/ns/void#" xmlns:xsd="http://www.w3.org/2001/XMLSchema#" > <rdf:Description rdf:about="https://kops.uni-konstanz.de/rdf/resource/123456789/38735"> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dspace:isPartOfCollection rdf:resource="https://kops.uni-konstanz.de/rdf/resource/123456789/31"/> <dcterms:isPartOf rdf:resource="https://kops.uni-konstanz.de/rdf/resource/123456789/31"/> <dc:creator>Anders, Yvonne</dc:creator> <dc:creator>Hachfeld, Axinja</dc:creator> <dcterms:available rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2017-05-04T09:13:09Z</dcterms:available> <dc:creator>Oppermann, Elisa</dc:creator> <dc:contributor>Oppermann, Elisa</dc:contributor> <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2017-05-04T09:13:09Z</dc:date> <dcterms:abstract xml:lang="eng">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.</dcterms:abstract> <dcterms:issued>2016-08</dcterms:issued> <dc:contributor>Hachfeld, Axinja</dc:contributor> <dc:contributor>Anders, Yvonne</dc:contributor> <dcterms:title>The influence of preschool teachers' content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children's play</dcterms:title> <foaf:homepage rdf:resource="http://localhost:8080/jspui"/> <dc:language>eng</dc:language> <bibo:uri rdf:resource="https://kops.uni-konstanz.de/handle/123456789/38735"/> </rdf:Description> </rdf:RDF>

Das Dokument erscheint in:

KOPS Suche


Stöbern

Mein Benutzerkonto