Actual research projects

 

Structure, Level and Development of Preschool Teachers' Professional Competence in Mathematics (KomMa)

 

  • Norwegian name of this project:

Struktur, nivå og utvikling av profesjonell kompetanse for barnehagelærere i matematikk

  • German name of this project:

Struktur, Niveau und Entwicklung professioneller Kompetenzen von Erzieherinnen und Erziehern im Bereich Mathematik

  • Leader: Prof. Dr. Marianne Grassmann (Humboldt-University of Berlin)
  • Objectives: Primary objective of the project KomMa is to analyse the structure, level, and development of ECEC teachers' competence in Norway longitudinally from the beginning of teacher training until teachers are working in their profession.

Secondary objectives are:

  • to describe ECEC teachers' and teacher student's professional competence concerning mathematical content knowledge, mathematics pedagogical content knowledge and general pedagogical knowledge, as well as affective and motivational facets;

 

  • to compare ECEC teachers' professional competence with those of primary school teachers;

 

  • to measure the effect of the formal educational system on teacher student's development of professional competence;

 

  • to identify conducive contextual conditions of teacher training in comparison between different teacher training institutions in Norway and in international comparison between Norway and Germany.

 

  • Summery: The development of mathematical literacy starts at birth and occurs individually. The mathematical literacy of preschool children depends on several factors and is a predictor of mathematics achievement during schooling. The development of mathematical literacy depends on stimulation provided by the environment and specific learning opportunities. These must be created by ECEC teachers. For this purpose they may need, in addition to knowledge about education in general and developmental psychology in particular, professional competence with respect to the teaching and learning of mathematics. However, mathematics has different priority in the training of ECEC teachers in various countries. In contrast, in most countries, there are standards for teachers' work in ECEC institutions that stress the fostering of mathematics literacy. Thus, the question arises whether ECEC teachers dispose of the competence necessary to meet these requirements. So far, hardly any national or international studies exist that assess the professional competence of ECEC teachers with direct measures, this applies especially to the field of mathematics. The project KomMa attempts to develop a model of ECEC teachers' professional competence regarding the teaching and learning of mathematics in the informal settings of ECEC institutions in Norway and Germany. This model provides in turn the basis for the development of a competence test. In a longitudinal design, data will be gathered on the development of ECEC teachers' professional competence concerning mathematical content knowledge, mathematics pedagogical content knowledge and general pedagogical knowledge from the beginning of their training through their first years in the job. This will be done in Norway - and simultaneously by a German research group in Germany. Thus, analyses of the impact of a wider range of contextual conditions of teacher training can be made.

 

Beliefs about mathematics and mathematics education (HOS M)

 

  • Norwegian name of this project:

Holdninger og syn på matematikkfaget og undervisningen i matematikk

  • Leader: Dr. Oliver Thiel (myself)
  • Objectives:
    • I want to analyse what pre-service preschool teacher students belief about
      • mathematics as a subject in general,
  • mathematics as a subject in early childhood education, and
  • mathematics education in early childhood.
  • and if those beliefs are to be changed by teacher training.

     

    Disclaimer

    This homepage has been startet by Dr. Oliver Thiel October 23th, 2009. Latest changes took place April 11th, 2017.