The influence of preschool teachers' content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children's play. (August 2016)

• Record Type: Journal Article
• Authors: Oppermann, Elisa; Anders, Yvonne; Hachfeld, Axinja
• Is Part Of: Teaching and teacher education. Volume 58(2016)
• Page Start: 174
• Page End: 184
• Publication Date: 2016-08
• Subjects: Preschool mathematics -- Pedagogical content knowledge -- Content knowledge -- Teacher beliefs -- Self-efficacy -- Self-concept; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.05.004
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: 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. Highlights: We investigated preschool teacher's mathematical competencies. The competencies studied were professional knowledge, self-efficacy & self-concept. Teacher's math self-efficacy and self-concept were correlated. Content knowledge (CK) predicted teachers' sensitivity to mathematics. Self-efficacy mediated the relationship between CK and teachers' sensitivity.