Affective-Motivational Aspects of Early Childhood Teacher Students' Knowledge about Mathematics

Autor/inn/en	Thiel, Oliver; Jenssen, Lars
Titel	Affective-Motivational Aspects of Early Childhood Teacher Students' Knowledge about Mathematics
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 4, S.512-534 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1488398
Schlagwörter	Mathematics Anxiety; Mathematics Instruction; Self Efficacy; Foreign Countries; Statistical Analysis; Case Studies; Preservice Teacher Education; Preservice Teachers; Early Childhood Education; Preschool Teachers; Knowledge Level; Positive Attitudes; Correlation; Mathematics Achievement; Structural Equation Models; Norway; Germany (Berlin) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Ausland; Statistische Analyse; Case study; Fallstudie; Case Study; Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Wissensbasis; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Norwegen
Abstract	One goal among many in early childhood education and care (ECEC) is that children develop positive attitudes towards mathematics. In order to support this development, teachers need professional competence in both cognitive and affective-motivational facets. Teacher students need to develop this professional competence during their initial teacher education. This paper investigates how teacher students' age, mathematics self-efficacy (MSE), and mathematics anxiety (MA) affect their knowledge about mathematics and mathematics education in ECEC settings. A quantitative cross-sectional study with a paper-and-pencil questionnaire is used with a convenience sample from Norway. While MA affects students' knowledge as expected from previous studies, our findings show that MSE has a net suppressor effect on MA, revealing a reversal paradox. Higher MSE leads to lower MA which leads to better achievement in the exam that was used to measure students' knowledge. However, when MA is controlled, higher MSE causes lower achievement. Furthermore, we found that MA is affected by teacher students' age. Older teacher students and part-time students with experiences from working in ECEC institutions are less anxious about mathematics. This finding suggests that positive experiences with mathematics in daily life and pre-school situations can help students overcome their MA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01