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dc.contributor.authorJenßen, Lars
dc.date.accessioned2021-10-07T09:29:17Z
dc.date.available2021-10-07T09:29:17Z
dc.date.issued2021
dc.identifier.urihttps://library.oapen.org/handle/20.500.12657/50851
dc.description.abstractDespite positive attitudes towards mathematics, it must be assumed that mathematics anxiety is a factor not to be underestimated in (pre-service) early childhood teachers. In the first part, this article reviews the current international state of research on early childhood teachers’ mathematics anxiety and shows the achievements and limitations of previous studies. The majority of the reviewed studies deals with pre-service early childhood teachers and their teacher education. Only a few studies tried to relate in-service early childhood teachers’ mathematics anxiety and children’s mathematical achievement. In the second part, this contribution examines empirically whether it can be assumed that the profession “early childhood teacher” can be characterized as “math-avoidant”. For this purpose, n = 774 German pre-service early childhood teachers were examined with regard to their mathematics anxiety and their choice of career. The results indicate effects of mathematics anxiety on the intentional choice to work as an early childhood teacher. The paper concludes with a general conclusion on the importance of mathematics anxiety for early childhood teachers’ professional competence and an outlook on future research.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.titleChapter 5 A math-avoidant profession?en_US
dc.title.alternativeReview of the current research about early childhood teachers’ mathematics anxiety and empirical evidenceen_US
dc.typechapter
oapen.identifier.doi10.4324/9781003172529-6en_US
oapen.relation.isPublishedBy7b3c7b10-5b1e-40b3-860e-c6dd5197f0bben_US
oapen.relation.isPartOfBookbe8582c2-6ea5-400b-af6a-677dfa493cf8en_US
oapen.relation.isbn9781032000541en_US
oapen.relation.isbn9781032000558en_US
oapen.imprintRoutledgeen_US
oapen.pages19en_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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