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dc.contributor.editorDunekacke, Simone
dc.contributor.editorJegodtka, Aljoscha
dc.contributor.editorKoinzer, Thomas
dc.contributor.editorEilerts, Katja
dc.contributor.editorJenßen, Lars
dc.date.accessioned2021-10-07T09:18:13Z
dc.date.available2021-10-07T09:18:13Z
dc.date.issued2021
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/50850
dc.description.abstractThis edited volume presents cutting-edge research on the professional competence of early childhood mathematics teachers. It considers professional knowledge, motivational-affective dispositions, skills and performance in early childhood mathematics and outlines future fields of research in this area. The book argues that it is essential for early childhood teachers to prepare a high-quality learning environment and that mathematical competence is highly relevant for children’s individual development. Bringing together research from mathematics education, educational science and psychology, it integrates international perspectives and considers the contextual factors that affect the development of children’s mathematical competence within Early Childhood Education and Care (ECEC) settings. The book uses a model to describe professional teacher competence that considers the dispositions of early childhood teachers, situation-specific skills of early childhood teachers and the performance of early childhood teachers. The book is the first of its kind to give a comprehensive overview and allows for integrative perspectives and interdisciplinary understanding regarding pre- and in-service ECEC teachers’ professional competence in the domain of mathematics. It will be essential reading for academics, researchers and students of early childhood education, mathematics education and teacher education.en_US
dc.languageEnglishen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Educationen_US
dc.subject.classificationthema EDItEUR::J Society and Social Sciences::JN Education::JNL Schools and pre-schools::JNLB Primary and middle schoolsen_US
dc.subject.otherChildhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßenen_US
dc.titleEarly Childhood Teachers‘ Professional Competence in Mathematicsen_US
dc.typebook
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.hasChaptere7974728-bf5f-412b-aff7-4d9caad98613
oapen.relation.hasChapter31e350fa-006c-4b9e-a8d2-3f430a509a43
oapen.relation.hasChapter02d93237-cae9-4322-bd98-f4653b7e7494
oapen.relation.isbn9781032000541en_US
oapen.relation.isbn9781032000558en_US
oapen.relation.isbn9781003172529en_US
oapen.imprintRoutledgeen_US
peerreview.anonymitySingle-anonymised
peerreview.idbc80075c-96cc-4740-a9f3-a234bc2598f1
peerreview.open.reviewNo
peerreview.publish.responsibilityPublisher
peerreview.review.stagePre-publication
peerreview.review.typeProposal
peerreview.reviewer.typeInternal editor
peerreview.reviewer.typeExternal peer reviewer
peerreview.titleProposal review
oapen.review.commentsTaylor & Francis open access titles are reviewed as a minimum at proposal stage by at least two external peer reviewers and an internal editor (additional reviews may be sought and additional content reviewed as required).


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