Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs

REFERENCES

• Anders, Y., Grosse, C., Rossbach, H., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children’s early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24(2), 195–211.
   Web of Science ®Google Scholar
• Anders, Y., Rossbach, H., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & Von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231–244.
   Web of Science ®Google Scholar
• Anders, Y., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., & Siraj-Blatchford, I. (2011). The influence of child, family home factors and pre-school education on the identification of special educational needs at age 10. British Educational Research Journal, 37(3), 421–441.
   Web of Science ®Google Scholar
• Arbuckle, J. L. (1996). Full information estimation in the presence of incomplete data. In R. Schumacker & G. Marcoulides (Eds.), Advanced structural equation modeling (pp. 243–277). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Aubrey, C. (1994). An investigation of children’s knowledge of mathematics at school entry and the knowledge their teachers hold about teaching and learning mathematics, about young learners and mathematical subject knowledge. British Educational Research Journal, 20(1), 15–-20.
   Google Scholar
• Aubrey, C. (1997). Re-assessing the role of teachers’ subject knowledge in early years teaching. Education Today, 25(1), 55–60.
   Google Scholar
• Aubrey, C., & Durmaz, D. (2012). Policy-to-practice contexts for early childhood mathematics in England. International Journal of Early Years Education, 20(1), 59–77.
   Google Scholar
• Ball, D. (1990). The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90(4), 449–466.
   Web of Science ®Google Scholar
• Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(2), 241–247.
   Web of Science ®Google Scholar
• Baroody, A., Lai, M., & Mix, K. (2006). The development of young children’s number and operation sense and its implications for early childhood education. In B. Spodek & O. Saracho (Eds.), Handbook of research on the education of young children (pp. 187–221). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., & Jordan, A. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180.
   Web of Science ®Google Scholar
• Benz, C. (2012). Maths is not dangerous: Attitudes of people working in German kindergarten about mathematics in kindergarten. European Early Childhood Education Research Journal, 20(2), 249–261.
   Web of Science ®Google Scholar
• Blömeke, S., & Delaney, S. (2012). Assessment of teacher knowledge across countries: A review of the state of research. ZDM—The International Journal on Mathematics Education, 44(3), 223–247.
   Google Scholar
• Brown, E. T. (2005). The influence of teachers’ efficacy and beliefs regarding mathematics instruction in the early childhood classroom. Journal of Early Childhood Teacher Education, 26(3), 239–257.
   Google Scholar
• Brunyé, T. T., Mahoney, C. R., Giles, G. E., Rapp, D. N., Taylor, H. A., & Kanarek, R.B. (2013). Learning to relax: Evaluating four brief interventions for overcoming the negative emotions accompanying math anxiety. Learning and Individual Differences, 27, 1–7.
   Web of Science ®Google Scholar
• Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and pre-service elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173–179.
   Google Scholar
• Bush, W. S. (1989). Mathematics anxiety in upper elementary school teachers. School Science and Mathematics, 89(6), 499–509.
   Google Scholar
• Clements, D., Sarama, J., & DiBiase, A. (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Copley, J. V., & Padron, Y. (1999). Preparing teachers of young learners: Professional development of early childhood teachers in mathematics and science. In G. D. Nelson (Ed.), Dialogue on early childhood: Science, mathematics, and technology education (pp. 117–129). Washington, DC: American Association for the Advancement of Science.
   Google Scholar
• Denny, J. H. (2009). The relationship between preschool teachers’ beliefs about school readiness and classroom practice in Tennessee child care programs. Knoxville, TN: University of Tennessee. Retrieved from http://trace.tennessee.edu/utk_graddiss/32
   Google Scholar
• Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 8(3), 430–457.
   Web of Science ®Google Scholar
• Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 47–65.
   Web of Science ®Google Scholar
• Gellert, U. (1999). Prospective elementary teachers’ comprehension of mathematics instruction. Educational Studies in Mathematics, 37(1), 23–43.
   Google Scholar
• Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report of the Society for Research in Child Development, 22(1), 3–23.
   Google Scholar
• Graham, J. W., & Hofer, S. M. (2000). Multiple imputation in multivariate research. In T. D. Little, K. U. Schnabel, & J. Baumert (Eds.), Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples (pp. 201–218). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. Teaching Education, 19(3), 171–184.
   Google Scholar
• Hembree, R. (1990). The nature, effect, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46.
   Web of Science ®Google Scholar
• Hill, H., Rowan, B., & Ball, D. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.
   Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
   Web of Science ®Google Scholar
• Kowalski, K., Pretti-Frontczak, K., & Johnson, L. (2001). Preschool teachers’ beliefs concerning the importance of various developmental skills and abilities. Journal of Research in Childhood Education, 16(1), 5–14.
   Google Scholar
• Lee, J. (2005). Correlations between kindergarten teachers’ attitudes toward mathematics and teaching practice. Journal of Early Childhood Teacher Education, 25(2), 173–184.
   Google Scholar
• Lee, J. (2010). Exploring kindergarten teachers’ pedagogical content knowledge of mathematics. International Journal of Early Childhood, 42(1), 27–41.
   Google Scholar
• Lee, J., Meadows, M., & Lee, J. O. (2003). What causes teachers to implement high quality mathematics education more frequently: Focusing on teachers’ pedagogical content knowledge (ED 472 327). Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.
   Google Scholar
• Lee, J. S. (2006). Preschool teachers’ shared beliefs about appropriate pedagogy for 4-year-olds. Early Childhood Education Journal, 33(6), 433–441.
   Google Scholar
• Lee, J. S., & Ginsburg, H. (2007). What is appropriate mathematics education for four-year-olds? Pre-kindergarten teachers’ beliefs. Journal of Early Childhood Research, 5(1), 5–34.
   Google Scholar
• Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers’ misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37–45.
   Web of Science ®Google Scholar
• Little, R. J. A., & Rubin, D. B. (1987). Statistical analysis with missing data. New York, NY: Wiley.
   Google Scholar
• Magnuson, K., Meyers, M., Ruhm, R., & Waldfogel, J. (2004). Inequality in pre-school education and school readiness. American Educational Research Journal, 41(1), 115–157.
   Web of Science ®Google Scholar
• Malinsky, M., Ross, A., Pannells, T., & McJunkin, M. (2006). Math anxiety in pre-service elementary school teachers. Education, 127(2), 274–279.
   Google Scholar
• Maloney, E. A., & Beilock, S. L. (2012). Math anxiety: Who has it, why it develops, and how to guard against it. Trends in Cognitive Sciences, 16(8), 404–406.
   PubMed Web of Science ®Google Scholar
• McCray, J. (2008). Pedagogical content knowledge for preschool mathematics: Teacher knowledge and math-related language contribute to children’s learning. Chicago, IL: Erikson Institute.
   Google Scholar
• McCray, J., & Chen, J. Q. (2012). Pedagogical content knowledge for preschool mathematics: Construct validity of a new teacher interview. Journal of Research in Childhood Education, 26(3), 291–307.
   Google Scholar
• Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I., Taggart, B., Phan, M., & Malin, A. (2008). Preschool influences on mathematics achievement. Science, 321, 1161–1162.
   PubMed Web of Science ®Google Scholar
• Melhuish, E., Quinn, L., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2013). Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland. School Effectiveness and School Improvement, 24(2), 234–250.
   Web of Science ®Google Scholar
• Metts, S., Sprecher, S., & Cupach, W. (1991). Retrospective self-reports. In B. Montgomery & S. Duck (Eds.), Studying interpersonal interaction (pp. 162–178). New York, NY: Guilford.
   Google Scholar
• Mischo, C., Wahl, S., Hendler, J., & Strohmer, J. (2012). Pädagogische Orientierungen angehender frühpädagogischer Fachkräfte an Fachschulen und Hochschulen [Pedagogical orientations of preservice early childhood teachers at training schools and pedagogical colleges]. Frühe Bildung, 1(1), 34–44.
   Google Scholar
• Muthén, L., & Muthén, B. (2012). Mplus user’s guide (7th ed.). Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• National Institute for Child Health and Human Development Early Child Care Research Network. (2002). Early child care and children’s development prior to school entry. Results from the NICHD Study of Early Child Care. American Educational Research Journal, 39(1), 133–164.
   Web of Science ®Google Scholar
• National Institute for Child Health and Human Development Early Child Care Research Network. (2005). Early child care and children’s development in the primary grades. Follow-up results from the NICHD Study of Early Child Care. American Educational Research Journal, 42(3), 537–570.
   Web of Science ®Google Scholar
• Oberhuemer, P., Schreyer, I., & Neuman, M. (2010). Professionals in early childhood education and care systems: European profiles and perspectives. Opladen & Farmington Hills, MI: Barbara Budrich.
   Google Scholar
• Organisation for Economic Co-Operation and Development. (2004). Messages from PISA 2000. Retrieved from www.pisa.oecd.org/dataoecd/31/19/34107978.pdf
   Google Scholar
• Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534–1553.
   PubMed Web of Science ®Google Scholar
• Peker, M. (2009). Pre-service teachers’ teaching anxiety about mathematics and their learning styles. Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 335–345.
   Google Scholar
• Peker, M., & Mirasyedioðlu, Þ. (2008). Pre-service elementary school teachers’ learning styles and attitudes towards mathematics. Eurasian Journal of Mathematics, Science & Technology Education, 4(1), 21–26.
   Google Scholar
• Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2004). The impact of pre-school on young children’s cognitive attainment at entry to reception. British Educational Research Journal, 30(5), 691–712.
   Web of Science ®Google Scholar
• Shulman, L., & Grossman, P. (1988). The intern teacher casebook. San Francisco, CA: Far West Laboratory for Educational Research and Development.
   Google Scholar
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
   Web of Science ®Google Scholar
• Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years. London, England: Department for Education and Skills.
   Google Scholar
• Smith, K. (2000). Early childhood teachers’ pedagogical knowledge in mathematics: A quantitative study. Atlanta, GA: Georgia State University Press.
   Google Scholar
• Spidell Rusher, A., McGrevin, C., & Lambiotte, J. (1992). Belief systems of early childhood teachers and their principals regarding early childhood education. Early Childhood Research Quarterly, 7(2), 277–296.
   Google Scholar
• Statistische Ämter des Bundes und der Länder. (2012). Kindertagesbetreuung regional 2012 [Daycare Regional 2012]. Wiesbaden, Germany: Statistisches Bundesamt.
   Google Scholar
• Staub, F., & Stern, E. (2002). The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains. Quasi-experimental evidence from elementary mathematics. Journal of Educational Psychology, 94(2), 344–355.
   Web of Science ®Google Scholar
• Stipek, D., Givvin, K., Salmon, J., & MacGyvers, V. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17(2), 213–226.
   Web of Science ®Google Scholar
• Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The Effective Provision of Pre-school Education Project (EPPE): Technical paper 12. The final report. London, England: DfES/Institute of Education, University of London.
   Google Scholar
• Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Pre-school quality and educational outcomes at age 11: Low quality has little benefit. Journal of Early Childhood Research, 9(2), 109–124.
   Google Scholar
• Thiel, O. (2010). Teachers’ attitudes towards mathematics in early childhood education. European Early Childhood Education Research Journal, 18(1), 117–127.
   Web of Science ®Google Scholar
• Tietze, W., Meischner, T., Gänsfuß, R., Grenner, K., Schuster, K., Völkel, P., & Rossbach, H. (1998). Wie gut sind unsere Kindergärten? Eine Untersuchung zur pädagogischen Qualität in deutschen Kindergärten [How Good Are Our Preschools? A Study on the Educational Quality of German Preschools]. Weinheim, Germany: Beltz.
   Google Scholar
• Tietze, W., Rossbach, H., & Grenner, K. (2005). Kinder von 4 bis 8 Jahren. Zur Qualität der Erziehungs- und Bildungsinstitution Kindergarten, Grundschule und Familie [Children from Age 4 to 8 Years. Quality of the Educational Settings Preschool, Primary School and Family]. Weinheim, Germany: Beltz.
   Google Scholar
• Tirosh, D., Tsamir, P., Levenson, E., & Tabach, M. (2011). From preschool teachers’ professional development to children’s knowledge: Comparing sets. Journal of Mathematics Teacher Education, 14(2), 113–131.
   Google Scholar
• Tobias, S. (1978). Overcoming math anxiety. Boston, MA: Houghton Mifflin.
   Google Scholar
• Tymms, P., Merell, C., & Henderson, B. (1997). The first year at school: A quantitative investigation of the attainment and progress of pupils. Educational Research and Evaluation, 3(2), 101–118.
   Google Scholar
• van Oers, B. (2002). Teachers’ epistemology and the monitoring of mathematical thinking in early years classrooms. European Early Childhood Education Research Journal, 10(2), 19–30.
   Google Scholar
• Vandell, D., Belsky, J., Burchinal, M., Steinberg, L., Vandergrift, N., & NICHD Early Child Care Research Network. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. Child Development, 81(3), 737–756.
   PubMed Web of Science ®Google Scholar
• Wu, S. S., Barth, M., Amin, H., Malcarne, V., & Menon, V. (2012). Mathematics anxiety in 2nd and 3rd grades and its relation to math achievement. Frontiers in Developmental Psychology, 3(162), 1–11.
   Google Scholar
• Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., … & Zaslow, M. J. (2013). Investing in our future: The evidence base on preschool education. Ann Arbor, MI: Society for Research in Child Development.
   Google Scholar
• Zimmer, J. (2007). Das kleine Handbuch zum Situationsansatz [The Small Handbook of the situaTIonal Approach] (2nd ed.). Berlin, Germany: Cornelsen Scriptor.
   Google Scholar