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

Oppermann, Elisa; Anders, Yvonne; Hachfeld, Axinja

doi:10.1016/j.tate.2016.05.004

Cited by 71 publications

(48 citation statements)

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“…Also within the play-based approach, educators perform diagnosis, structure the learning arrangement, provide an impulse, a question and demonstrate strategies for solving the mathematical problems and foster discussions on mathematics amongst the children (Wullschleger and Stebler 2016). In addition, educators' content knowledge can be influential for play-based learning support (Oppermann, Anders, and Hachfeld 2016). In the interviews, the educators expressed their pedagogical beliefs but the possible influence of such beliefs on the learning outcome could not be statistically assessed, due to sample size.…”

Section: Resultsmentioning

confidence: 99%

Learning through play – pedagogy and learning outcomes in early childhood mathematics

Vogt¹,

Hauser²,

Стеблер

et al. 2018

European Early Childhood Education Research Journal

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Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed from an instructional, educator-led approach based on training programmes to a play-based approach. This intervention study examines the effects on the mathematical competency of these two pedagogies. Thirty-five kindergarten educators and 324 six-year-old children were randomly assigned to either a training programme, a play-based approach with card and board games or to the control group. Educators' views on the interventions were gathered in semi-structured interviews. The results indicate higher learning gains overall for the play-based approach. Differentiated effects were found as tendencies: children with low competencies tend to gain more from training programmes compared to no intervention; children with high competencies gain more from the play-based approach than the training. Educators evaluated the play-based intervention with card and board games as better suited to children's diverse needs.

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Section: Resultsmentioning

confidence: 99%

Learning through play – pedagogy and learning outcomes in early childhood mathematics

Vogt¹,

Hauser²,

Стеблер

et al. 2018

European Early Childhood Education Research Journal

View full text Add to dashboard Cite

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“…Others noted differences in the correlational patterns between CK and motivational aspects, and between PCK and motivational aspects (e.g., Baier et al, 2019). Some researchers report only small positive correlations between CK and teachers' self-efficacy (e.g., Oppermann et al, 2016). These relations should be examined further regarding teachers' professional competences in SRL.…”

Section: Teachers Motivation As Agents Of Srlmentioning

confidence: 95%

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

2020

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Competences in self-regulated learning (SRL) are important prerequisites for success in school and beyond. Teachers play a crucial role in students' development of SRL. When focusing on teachers' professional competences in SRL, their experiences as selfregulated learners and their competences as agents of SRL are important. At present, an integrative and holistic framework that combines these two important aspects of SRL with regard to teachers' professional competences in SRL is absent. First, this paper introduces a theoretical framework for teachers' professional competences and instructional practices in SRL that integrates teachers' competences as selfregulated learners with their competences as agents of SRL. This integrative approach allows for differentiated analyses of particular aspects of competences and creates the possibility to deeply understand the reasons why teachers do or do not promote SRL in classrooms. In the second part of this paper, the interplay of teachers' professional competences as self-regulated learners and agents of SRL, with their intention to implement SRL in classes and their self-reported SRL teaching practices, is examined using data provided by 106 in-service teachers from primary and secondary schools. We assessed teachers' professional knowledge about SRL (i.e., content knowledge about SRL [CK-SRL] and pedagogical content knowledge about SRL [PCK-SRL]) with two different knowledge tests. Teachers' beliefs (i.e., implicit theories about SRL and beliefs about promoting SRL) and their motivations (i.e., self-concept about one's SRL and self-efficacy to promote SRL) were assessed with self-report measures. We found that teachers had small to average amounts of CK-SRL and PCK-SRL. Teachers reported positive beliefs about and motivation toward SRL. Most importantly, the results highlight the significance of differentiating between teachers' competences as selfregulated learners and as agents of SRL when examining teachers' implementation of

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“…Desde esta perspectiva, la noción de operación, tradicionalmente ligada a las cuatro operaciones clásicas (suma, resta, multiplicación y división) se amplía a otras, que se convierten en el foco de atención en esta etapa educativa y que permiten construir la base adecuada para los aprendizajes futuros en relación con ellas. Así, en sintonía con Clements (2004), las operaciones que están en la base conceptual de la resta se encuentran (KoT) (1): contar, comparar, agrupar y valor de posición, componer/descomponer, repartir equitativamente y añadir/quitar. Contar, como se observa en la Figura 2, juega un papel muy importante en el conocimiento del profesor sobre la resta.…”

Section: Una Propuesta De Elementos De Conocimiento Especializado Parunclassified

Conocimiento Especializado Para Enseñar La Operación De Resta en Educación Infantil

2018

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Resumen: En este trabajo reflexionamos sobre el conocimiento profesional del profesor de Educación Infantil en relación con la resta. La atención al conocimiento deseable de este profesional es relativamente reciente, existiendo escasos estudios que aborden este tema. Partimos de la consideración de que este conocimiento es especializado; diferente al del profesor de Primaria o Secundaria; y su caracterización debe realizarse desde un enfoque centrado en la propia matemática. Esto nos lleva a considerar el modelo del Conocimiento Especializado del Profesor de Matemáticas (Mathematics Teachers’ Specialised Knowledge, MTSK) como herramienta teórica y analítica idónea para ofrecer una propuesta de elementos de conocimiento especializado que, a la luz de nuestra experiencia docente e investigadora, consideramos que deseables para este profesional en relación con la resta, incluyendo aspectos de conocimiento del contenido (Mathematical Knowledge, MK) y de conocimiento didáctico del contenido (Pedagogical Content Knowledge, PCK). La reflexión sobre esta propuesta nos lleva a destacar tres elementos principales que parecen caracterizadores de la naturaleza de este conocimiento: su densidad y cohesión, la profundidad de los conocimientos matemáticos implicados y su repercusión para construir un adecuado PCK; y la relevancia del conocimiento de las fases que los niños siguen en su proceso de comprensión del número. Se aportan sugerencias para la formación inicial y continua de estos profesionales.Palabras clave: Conocimiento especializado del profesor de matemáticas. MTSK. Profesor de Educación Infantil. Resta. Conocimiento matemático del contenido y conocimiento didáctico del contenido.KINDERGARTEN TEACHERS’ SPECIALISED KNOWLEDGE ON SUBTRACTION Abstract: In this paper we reflect upon the early childhood teachers’ professional knowledge in relation to subtraction. Paying attention to this professional desirable knowledge is relatively recent, and thus there are few studies that address it. We assume as a starting point the consideration that this knowledge is specialized; differs from that of primary or secondary teachers’; and its characterization must be carried out from an approach centered on mathematics itself. This leads us to consider the model of Mathematics Teachers’ Specialised Knowledge (MTSK) as a suitable theoretical and analytical tool to offer a proposal of specialized knowledge elements that, in light of our teaching and research experience, we considered desirable for the work of teaching of these professionals in relation to subtraction. In this proposal we include aspects of Mathematical Knowledge (MK) and of Pedagogical Content knowledge (PCK). In the proposal we highlight three main elements that seem to characterize the nature of this knowledge: its density and cohesion; the depth of the mathematical knowledge involved and its impact to build an adequate PCK; and the relevance of knowledge of the phases that children follow in their process of understanding the number. Some recommendations for early years teachers’ education are provided.Keywords: Mathematics Teachers’ Specialised Knowledge. MTSK. Early childhood teacher. Subtraction. Mathematical knowledge. Pedagogical content knowledge.CONHECIMENTO ESPECIALIZADO DO PROFESSOR DA EDUCAÇÃO INFANTIL NO ÂMBITO DO TEMA DA SUBTRAÇÃO Resumo: Neste trabalho, refletimos sobre o conhecimento profissional do professor de Educação Infantil em relação à subtração. Considerar como foco de atenção o conhecimento desejável destes professores é algo relativamente recente, existindo poucos estudos que abordam esta questão. Partimos da consideração de que esse conhecimento é especializado; diferente do conhecimento do professor das etapas escolares seguintes; e sua caracterização deve ser realizada a partir de uma abordagem centrada na própria matemática. Nesse sentido consideramos a conceitualização do Mathematics Teachers’ Specialized Knowledge (MTSK) como uma ferramenta teórica e analítica para conceitualizar uma proposta de elementos constituintes do conhecimento especializado ideal do professor no âmbito que, à luz de nossa experiência de ensino e pesquisa, consideramos desejável para este profissional em relação à subtração. Nesta proposta incluímos aspectos do conhecimento do conteúdo e do conhecimento pedagógico do conteúdo (PCK). Nesta proposta destacamos três elementos principais que parecem caracterizar a natureza desse conhecimento: sua densidade e coesão; a profundidade do conhecimento matemático envolvido e seu impacto para construir um PCK adequado; e a relevância do conhecimento do professor das fases que as crianças seguem no seu processo de compreensão do número em etapas educativas posteriores. São fornecidas sugestões para a formação inicial e contínua de professores.Palavras chave: Conhecimento Especializado em Professores de Matemática. MTSK. Professor de Educação Infantil. Subtração. Conhecimento matemático do conteúdo e conhecimento pedagógico do conteúdo.

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

Cited by 71 publications

References 39 publications

Learning through play – pedagogy and learning outcomes in early childhood mathematics

Learning through play – pedagogy and learning outcomes in early childhood mathematics

Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner

Conocimiento Especializado Para Enseñar La Operación De Resta en Educación Infantil

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