Kindergarten educators’ affective-motivational dispositions. Examining enthusiasm for fostering mathematics in kindergarten
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Authors
Vogt, Franziska
Leuchter, Miriam
Dunekacke, Simone
Heinze, Aiso
Lindmeier, Anke
Kuratli Geeler, Susanne
Meier, Anuschka
Seemann, Selma
Moser Opitz, Elisabeth
Author (Corporation)
Publication date
2022
Typ of student thesis
Course of study
Collections
Type
04A - Book part
Editors
Dunekacke, Simone
Jedogke, Aljoscha
Koinzer, Thomas
Eilerts, Katja
Jenssen, Lars
Editor (Corporation)
Supervisor
Parent work
Early childhood teachers‘ professional competence in mathematics
Special issue
DOI of the original publication
Series
Series number
Volume
Issue / Number
Pages / Duration
97–116
Patent number
Publisher / Publishing institution
Routledge
Place of publication / Event location
London
Edition
Version
Programming language
Assignee
Practice partner / Client
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.
Keywords
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
978-1-032-00055-8
978-1-032-00054-1
978-1-003-17252-9
978-1-032-00054-1
978-1-003-17252-9
ISSN
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Gold
License
Citation
VOGT, Franziska, Miriam LEUCHTER, Simone DUNEKACKE, Aiso HEINZE, Anke LINDMEIER, Susanne KURATLI GEELER, Anuschka MEIER, Selma SEEMANN, Andrea WULLSCHLEGER und Elisabeth MOSER OPITZ, 2022. Kindergarten educators’ affective-motivational dispositions. Examining enthusiasm for fostering mathematics in kindergarten. In: Simone DUNEKACKE, Aljoscha JEDOGKE, Thomas KOINZER, Katja EILERTS und Lars JENSSEN (Hrsg.), Early childhood teachers‘ professional competence in mathematics. London: Routledge. S. 97–116. ISBN 978-1-032-00055-8. Verfügbar unter: https://doi.org/10.26041/fhnw-4602