Abstract
Early mathematics learning has become a topic of growing importance in early childhood education. Professionals in early childhood education therefore need domain-specific skills and knowledge in order to support children’s mathematical learning. So far there are several theoretical and empirical research results in the field of teacher competence in mathematics education. But mathematics learning in pre-school settings differs from formal schooling. Therefore professionals in early childhood need different skills and knowledge to create mathematical learning opportunities than teachers need. This must be taken into account when discussing and investigating the competence of professionals in early childhood concerning mathematical learning. Based on a theoretical analysis of the requirements on professionals in early mathematics education and on a differentiated analysis of research results of professional competence, a theory-based domain-specific model of mathematics education competence for professionals in early childhood is presented.
Published Version
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