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    Chapter 6 Kindergarten educators’ affective-motivational dispositions

    Proposal review

    Examining enthusiasm for fostering mathematics in kindergarten

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    Author(s)
    Vogt, Franziska
    Leuchter, Miriam
    Dunekacke, Simone
    Heinze, Aiso
    Lindmeier, Anke
    Kuratli Geeler, Susanne
    Meier, Anuschka
    Seemann, Selma
    Wullschleger, Andrea
    Moser Opitz, Elisabeth
    Language
    English
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    Abstract
    Affective-motivational dispositions regarding the fostering of mathematics are an important aspect of early educators' professional competence, as educators are not following curricular programmes but need to seize moments in everyday activities and in play in order to foster mathematics. A variety of scales measuring variables of affective-motivational dispositions within a questionnaire were employed in a binational study involving 132 kindergarten educators in Germany and Switzerland. Based on the expectancy-value theory of motivation, the relations between educators' emotions regarding mathematics at school, the enthusiasm for mathematics as a subject, the value placed on mathematics and the expectancy of fostering mathematics successfully (self-efficacy) as well as the enthusiasm for fostering mathematics in kindergarten are examined. Following the analysis of correlations and the testing of a multiple regression model, it was found that enthusiasm for mathematics as a subject, importance of mathematics as a subject in kindergarten and self-efficacy predict enthusiasm for fostering mathematics, whereas the variable emotions regarding mathematics at school does not increase the variance explained. Self-efficacy, importance given to mathematics and enthusiasm for fostering mathematics are slightly higher in Switzerland than in Germany, which could be interpreted in light with the structural differences regarding kindergarten.
    Book
    Early Childhood Teachers‘ Professional Competence in Mathematics
    URI
    https://library.oapen.org/handle/20.500.12657/51402
    Keywords
    Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen
    DOI
    10.4324/9781003172529-6
    ISBN
    9781032000541, 9781032000558, 9781003172529
    Publisher
    Taylor & Francis
    Publisher website
    https://taylorandfrancis.com/
    Publication date and place
    2021
    Imprint
    Routledge
    Classification
    Education
    Primary and middle schools
    Pages
    21
    Public remark
    Open Access Publication Fund of the St.Gallen University of Teacher Education
    Rights
    https://creativecommons.org/licenses/by-nc-nd/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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