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Attitudes of Kindergarten Educators about Math

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Abstract

The following article deals with results of a questionnaire survey, in which emotions, attitudes, and beliefs of professionals, 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 in general prevailed, and active and constructive learning of mathematics was highly agreed upon. The answers to the “open questions” about learning goals and “daily activities in kindergarten” revealed a wide range and also different views of early mathematics in kindergarten. Based on the results, consequences for preservice and in-service kindergarten educators’ education are revealed as well as impacts on concepts of early mathematics in kindergarten.

Zusammenfassung

In diesem Beitrag werden Ergebnisse einer Fragebogenstudie vorgestellt, in der Einstellungen von Fachkräften in vorschulischen Einrichtungen bezüglich „Mathematik“, „Lehren und Lernen von Mathematik“ und „Mathematik im Elementarbereich“ analysiert werden. Es kann festgestellt werden, dass eine formal-schematische Sichtweise bei den Vorstellungen zum Begriff „Mathematik“ bei den Fachkräften vorherrscht und der konstruktive Aspekt von Lernen große Zustimmung erfährt. Antworten zu offenen Fragen über die Alltagspraxis und erwartete Kompetenzen bei Kindergartenkindern legen sowohl ein breites Spektrum offen als auch verschiedene Vorstellungen über „Mathematik im Elementarbereich“. Auf Grundlage der Ergebnisse werden Konsequenzen für die Aus- und Weiterbildung für Fachkräfte im Elementarbereich sowie konzeptionelle Überlegungen zu Mathematik im Elementarbereich aufgezeigt.

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  1. Pädagogische Hochschule Karlsruhe, Fakultät III, Institut für Mathematik und Informatik, Bismarckstr. 10, 76133, Karlsruhe, Deutschland

    Christiane Benz

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Appendix

Appendix

1.1 6.1 Factor Loading of Different Items Concerning View of Mathematics in General

The factor loadings show a clear picture of assignment of the items to the different scales as can be seen in Table 9.

Table 9 Factor loadings—view of mathematics in general
Full size table

Only the item Solving problems is a main part of mathematics could be assigned to the scale of formalism and scheme on the basis of factor loading. But from a theoretical point of view, the idea suggests itself to categorize this item into the scale of process. Törner and Grigutsch (1994) could classify this item definitely to the scale of process in their data analysis.

Removing this item in the scale would not increase the score of Cronbach’s Alpha.

1.2 6.2 Factor Loadings of Items Concerning Learning and Teaching Mathematics

Analyzing the factor loading of items concerning the acquisition of mathematics, there is also a clear indication of assignment of the items to the different scales (see Table 10). A reduction of items would not increase the score of Cronbach’s Alpha for both factors.

Table 10 Factor loading—learning and teaching mathematics
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Benz, C. Attitudes of Kindergarten Educators about Math. J Math Didakt 33, 203–232 (2012). https://doi.org/10.1007/s13138-012-0037-7

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