• Anuschka Meier-Wyder
  • Andrea Wullschleger
  • Anke Lindmeier
  • Aiso Heinze
  • Miriam Leuchter
  • Franziska Vogt
  • Elisabeth Moser Opitz
Good adaptive support by educational professionals is crucial for pre-school children’s mathematical learning. Thus there is a need for appropriate instruments to evaluate the quality of the planning, implementation, and reflection process for mathematical learning opportunities in kindergarten. Existing instruments tend to focus on micro-adaptive learning support (MI-ALS), which considers the interaction between the professionals and the children. The quality of macro-adaptive learning support (MA-ALS), the teachers’ planning of and reflection on learning opportunities, has yet to be comprehensively investigated. MA-ALS is important for the acquisition of subject-related (mathematical) competence, an aspect of kindergarten education that is gaining in importance in the pre-school curricula of many countries.

The quality of mathematical learning support in kindergarten is conceptualized by differentiating between the quality of MA-ALS and MI-ALS. MI-ALS is also divided into general support (group management, emotional warmth) and subject-related support (learning stimulation, subject-specific language). A rating tool for analyzing the quality of mathematical learning support is presented and its psychometric quality is assessed. The tool is then used to analyze the teaching quality in two guided play situations (recorded) and two interviews each with 145 education professionals in Germany and Switzerland. A confirmatory factor analysis (CFA) confirms the validity of the distinction between group management, emotional warmth and subject-related support. The relationship between the level of MI-ALS and MA-ALS, the training of the teachers (academic vs non-academic), and the educational context (Germany vs Switzerland) is examined. The results corroborate the importance of including planning and reflection as a dimension of learning support quality.
Translated title of the contributionConceptualizing and measuring the quality of adaptive learning support in Kindergarten using mathematical board games: A study in Germany and Switzerland
Original languageGerman
JournalJournal für Mathematik-Didaktik
Volume43
Issue number2
Pages (from-to)405-434
Number of pages30
ISSN1869-2699
DOIs
Publication statusPublished - 10.2022
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToJournal

    Research areas

  • Professional competencies of pre-school and school teachers - Quality of learning support, Adaptive mathematical learning support, Measuring instrument, Pre-school, Video-rating

ID: 1759514