Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

Linder, Sandra M.; Simpson, Amber

doi:10.1177/1463949117719553

Cited by 29 publications

(17 citation statements)

References 135 publications

(160 reference statements)

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“…There is still no clear concept of how EC teacher education should be structured (Linder & Simpson, 2017). Our results provide at least initial indications from an emotional psychological perspective.…”

Section: Discussionmentioning

confidence: 99%

“…Research on early childhood (EC) teachers has increased enormously in recent years (Linder & Simpson, 2017). Studies have shown that EC teachers’ professional competence is important for the cognitive development of children in different domains such as mathematics (Duncan & National Institute of Child Health & Human Development Early Child Care Research Network, 2003; Krajewski & Schneider, 2009).…”

Section: Concept Of Achievement Emotions and Teacher Emotionsmentioning

confidence: 99%

See 1 more Smart Citation

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Jenßen¹,

Eid²,

Szczesny³

et al. 2021

Journal of Educational Psychology

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The present study investigated the development of n = 129 early childhood teachers' mathematics content knowledge, mathematics pedagogical content knowledge, mathematics anxiety, and enjoyment of mathematics over 4 years from teacher training to practice. Latent autoregressive models with crosslagged effects were applied. Scalar measurement invariance of the model also allowed analyses of intraindividual change of knowledge and emotions. Results indicate a decline of mathematics anxiety, an increase of enjoyment and mathematics content knowledge and mathematics pedagogical content knowledge, and medium (emotions) to strong (knowledge) autoregressive but limited cross-lagged effects. No cross-lagged effects between emotions and knowledge over time were found. All but one of the correlations at training disappeared during transition to practice. Theoretically assumed differences between early childhood teachers' knowledge and emotions in teacher training and practice are discussed in light of the results. The transition seems to be more challenging on an emotional level than on a cognitive level. Implications for early childhood teachers' training are given-for example, that pleasant emotional experiences have to be made visible during training. Educational Impact and Implications StatementThe study gives insight in the development of early childhood teachers' knowledge and emotions in mathematics from training to practice. The study is based both on theories on achievement emotions and on theories on teacher emotions. Based on the findings, implications for early childhood teacher training can be discussed-for example, making emotional facets of mathematics visible or connecting content knowledge with pedagogical content knowledge.

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Section: Discussionmentioning

confidence: 99%

Section: Concept Of Achievement Emotions and Teacher Emotionsmentioning

confidence: 99%

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Jenßen¹,

Eid²,

Szczesny³

et al. 2021

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…The results show that the elements of the learning scenario related to the PST actions present a low frequency. This is considered to be influenced by two factors: these relate to teaching competencies that require time and practice to develop [50], and the context of the learning scenario refers to the systematization and remediation of learning.…”

Section: Discussionmentioning

confidence: 99%

Learning Scenario to Promote Comprehension of the Meaning of Subtraction

et al. 2021

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The integration of virtual manipulatives in classroom practices facilitates student learning processes. For this, the teacher must understand how to support students in establishing mathematical connections between the manipulation and their interpretations of the representations. We present a learning scenario that integrates the use of virtual manipulatives in mathematical modelling tasks. It was designed and implemented during initial teacher training, with the aim of helping a group of first-year elementary school students to overcome difficulties identified in their comprehension of the meaning of subtraction. The research, following the principles of design-based research, included three distinct moments: an individual written pre-test, an intervention phase with six micro-cycles, and an individual written post-test. The analysis of the collected data—audio, screen recordings, and written productions—allowed us to identify the most influential structural characteristics of the learning scenario: mathematical communication, collaborative learning, self-regulation, and co-regulation of learning. Our results suggest that differentiated instruction, minimal guidance, and scaffolding played an important role in the support provided by the pre-service teacher to students in the mathematical modelling activities that integrated virtual manipulatives.

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“…The importance of early education in mathematics for children's competence development cannot be neglected and is of growing interest in research (Linder and Simpson 2017). Developing children's mathematical competence requires structured and systematic learning environments (Benz et al 2016).…”

Section: Introductionmentioning

confidence: 99%

Effects of Early Childhood Teachers‘ Mathematics Anxiety on the Development of Childrens‘ Mathematical Competencies

Jenßen

Hosoya

Jegodtka³

et al. 2020

Student Learning in German Higher Education

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Children develop their mathematical competencies already during their early years. Therefore, effective learning environments provided by early childhood teachers are required. Early childhood teachers' professional competence in mathematics is assumed to consist of different facets such as mathematical content knowledge and affective-motivational dispositions. Mathematics anxiety appears to be a common phenomenon amongst early childhood teachers and it is assumed that children educated by high math anxious teachers develop less mathematical competencies. To test this assumption, n=48 early childhood teachers were tested regarding their mathematics anxiety and mathematical content knowledge and n=362 corresponding children were tested twice within eight months regarding their mathematical competencies. Results indicate that children gain mathematical competencies over the eight-month period and that early childhood teachers' knowledge and anxiety in mathematics are negatively related. However, no effects of teachers' knowledge or anxiety on children's mathematical development were found. The discussion considers methodological implications and emphasizes limitations with respect to differences between the preschool context and primary or secondary school contexts.

show abstract

Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers

Cited by 29 publications

References 135 publications

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Learning Scenario to Promote Comprehension of the Meaning of Subtraction

Effects of Early Childhood Teachers‘ Mathematics Anxiety on the Development of Childrens‘ Mathematical Competencies

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