Förderung früher mathematischer Kompetenzen in natürlichen Lernsituationen – Begründung und Herausforderungen eines kompetenzorientierten Konzepts mathematischer Bildung in der Kindertagesstätte

Abstract

There are many recent conceptions of early mathematics education, which differ considerably concerning motivation and objectives. The efficiency and foundation of most of these programs are not sufficiently evaluated by now. Therefore, it is a crucial question, how early mathematics education should be designed. The objective of this paper is to find a sustainable concept for early mathematics education which is based on empirical research across various scientific disciplines. This concept is meant to ensure that children are supported in their individual development to achieve sound basic mathematical competencies as a basis for further mathematical learning processes. A competence-oriented concept like this requires considerable skills and knowledge of the educators, wherefore a broad range of supporting measures is required for a successful implementation. As part of the project TransKiGs in Berlin, this concept was implemented and evaluated, so this paper finishes with a short view on the implementing measures and results of the evaluation study.