Maths Is Not Dangerous--Attitudes of People Working in German Kindergarten about Mathematics in Kindergarten

Autor/in	Benz, Christiane
Titel	Maths Is Not Dangerous--Attitudes of People Working in German Kindergarten about Mathematics in Kindergarten
Quelle	In: European Early Childhood Education Research Journal, 20 (2012) 2, S.249-261 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2012.681131
Schlagwörter	Teacher Attitudes; Kindergarten; Foreign Countries; Educational Objectives; Preschool Teachers; Preschool Education; Educational Attitudes; Constructivism (Learning); Teacher Surveys; Questionnaires; Preservice Teachers; Student Teacher Attitudes; Teacher Educators; Germany + Suchen Sie Ihr Suchwort? Lehrerverhalten; Ausland; Educational objective; Bildungsziel; Erziehungsziel; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Fragebogen; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Deutschland
Abstract	This article deals with the results of a questionnaire survey, in which attitudes and beliefs of people working in German kindergarten about "mathematics," "teaching and learning of mathematics" and "mathematics in the early years" were evaluated. After a quantitative analysis it can be stated that a schematic view of mathematics of kindergarten educators prevailed and active and constructive learning of mathematics was highly agreed upon. The answers to the "open question" about mathematics in kindergarten and learning goals revealed a broad range. These results are used to show impacts on pre-service and in-service pre-school teacher education. (Contains 5 tables and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10