Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education

Autor/inn/en	Björklund, Camilla; Barendregt, Wolmet
Titel	Teachers' Pedagogical Mathematical Awareness in Swedish Early Childhood Education
Quelle	In: Scandinavian Journal of Educational Research, 60 (2016) 3, S.359-377 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2015.1066426
Schlagwörter	Foreign Countries; Early Childhood Education; Elementary School Teachers; Preschool Teachers; Pedagogical Content Knowledge; Mathematics; Questionnaires; Teacher Attitudes; Teacher Education; Physical Environment; Educational Environment; Number Concepts; Geometric Concepts; Context Effect; Reflective Teaching; Mathematics Instruction; Sweden + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pädagogische Kompetenz; Mathematik; Fragebogen; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Natürliche Umwelt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Number concept; Zahlbegriff; Elementare Geometrie; Mathematics lessons; Mathematikunterricht; Schweden
Abstract	Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical awareness. A questionnaire was distributed to 147 teachers, asking them to respond to their habits of working with mathematics. The survey is based on theoretical conjectures of teacher professionality (pedagogical content knowledge), integrated with the idea of developmental pedagogy. Results from the questionnaire show that teachers account for mathematics as learning content but limitations are discerned concerning teachers' awareness of spatial aspects of mathematics and problematization of mathematical content in goal-oriented manners. The results also point out areas for further stimulation in teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01