Early Childhood Teachers' Pedagogical Content Knowledge in Mathematics: A Research Report From Germany

• In Event: 65.048 - Pedagogical Content Knowledge in Early Mathematics: Investigations in Three Cultures

Abstract

Objectives: The quality of preschool programs largely depends on teachers’ professional competence. Authors (2012) identified preschool teachers’ pedagogical content knowledge (PCK) as an important predictor of teaching quality and children’s learning gains in mathematics. But which aspects of professional competence facilitate preschool teachers’ math PCK? This study will explore the interrelations between preschool teachers’ PCK and other aspects of their professional competence in mathematics.

Perspectives: There is evidence that mathematical content knowledge (CK) is a necessary preparation for developing preschool teachers’ PCK (Shulman, 1986; Siraj-Blatchford, Sylva, Muttock, Gilden, & Bell, 2002). Yet, preschool teachers’ PCK might also depend on teachers’ level of comfort with mathematical content. According to social cognitive theory, ability beliefs are often stronger predictors of people’s cognition and behavior than their actual ability (Bandura, 1986; Pajares & Miller, 1994). It is thus hypothesized that the relation between preschool teachers’ CK and PCK is mediated by their mathematical ability beliefs; more specifically, by their mathematical self-concept and self-efficacy.

Modes of Inquiry: Preschool teachers’ CK was assessed using a test adapted from a well-regarded German elementary math textbook. Teachers’ mathematical self-concept and self-efficacy were obtained through a questionnaire. PCK was also gauged through a questionnaire that invites teachers to analyze math concepts across several preschool play situations (Authors, 2012). Responses were coded according to the number of correctly identified math concepts. The theoretical maximum score equals 32 points.

Data Sources: 221 preschool teachers were recruited from 29 randomly sampled early childhood centers in two federal states of Germany. All three assessments took place in the preschool centers under the instruction and supervision of trained research staff.

Results: On average, preschool teachers correctly identified eight to nine math elements in the play situations (M = 8.53, SD = 3.86), the maximum score was 17 points. Correlation analysis revealed that preschool teachers’ CK in mathematics is significantly and moderately correlated with their early math PCK (r = 0.29, p<0.01). The structural equation modeling (SEM) analyses confirmed that this association is mediated by teachers’ self-efficacy beliefs. The SEM model (CFI = 0.97, RMSEA = 0.06) showed that CK in mathematics predicts self-efficacy (b = 0.43, p<0.01) as well as math self-concept (b = 0.28, p<0.01). Both beliefs are related (b = 0.43, p<0.01). But only self-efficacy has significant predictive power for preschool teachers’ early math PCK (b = 0.34, p<0.01). CK loses its impact in the mediation model (b = 0.14, p>0.05).

Significance: The findings underline the importance of math self-efficacy for the development of preschool teachers’ PCK. Promoting preschool teachers’ mathematical CK does not automatically improve their PCK. Many preschool teachers do not feel confident about teaching math (Ginsburg & Golbeck, 2006). Self-efficacy serves as a filter for them through which new math knowledge and experiences are interpreted. Self-efficacy influences teachers’ perceptions and judgment, thereby shaping their actions in the classroom. To elevate preschool teachers’ early math PCK, professional development practices need to improve preschool teachers’ self-efficacy at the same time.

Authors

• Hannah Ulferts, Freie Universität Berlin

• Elisa Heinig, Freie Universität Berlin

• Axinja Hachfeld, Free University Berlin

• Yvonne Anders, Freie Universität Berlin