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oapen-20.500.12657-514022021-11-11T02:54:35Z Chapter 6 Kindergarten educators’ affective-motivational dispositions Vogt, Franziska Leuchter, Miriam Dunekacke, Simone Heinze, Aiso Lindmeier, Anke Kuratli Geeler, Susanne Meier, Anuschka Seemann, Selma Wullschleger, Andrea Moser Opitz, Elisabeth Childhood, Competence, Early, Mathematics, professional, teachers, Simone, Dunekacke, Aljoscha ,Jegodtka, Thomas, Koinzer, Katja, Eilerts and Lars ,Jenßen bic Book Industry Communication::J Society & social sciences::JN Education bic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools::JNLB Primary & middle schools 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. 2021-11-10T13:02:20Z 2021-11-10T13:02:20Z 2021 chapter 9781032000541 9781032000558 https://library.oapen.org/handle/20.500.12657/51402 eng application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781003172529_10.4324_9781003172529-6.pdf Taylor & Francis Early Childhood Teachers‘ Professional Competence in Mathematics Routledge 10.4324/9781003172529-6 10.4324/9781003172529-6 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb be8582c2-6ea5-400b-af6a-677dfa493cf8 9781032000541 9781032000558 Routledge 21 open access
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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.
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