Kindergarten Teachers' Beliefs About Early Mathematics Education

被引：0
|
作者：
Schuler, Stephanie [1 ]
Pelzer, Maria [1 ]
Wittkowski, Anika [2 ]
Wittmann, Gerald [1 ]
机构：
[1] Padag Hsch Freiburg, Inst Math Bildung, Kunzenweg 21, D-79117 Freiburg, Germany
[2] Univ Bremen, Erziehungs & Bildungswissensch, D-28334 Bremen, Germany
来源：
FRUHE BILDUNG | 2015年 / 4卷 / 04期
关键词：
kindergarten; kindergarten teacher; mathematics education; transition; beliefs;
D O I：
10.1026/2191-9186/a000205
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Kindergarten teachers' beliefs are assumed to have a major impact on their professional competencies, also concerning the design of mathematics learning in kindergarten. Data were collected in a qualitative empirical study (five interviews and two focus groups) to analyze implicit and explicit beliefs about learning mathematics in the transition from kindergarten to primary school.
引用
收藏
页码：196 / 202
页数：7
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