Abstract
Situation-specific skills, as situational perception, are a central part of educators’ competence. This is especially true for kindergarten teachers (KTs) as most of their teaching is based on natural learning situations. The aim of this study is to contribute to the discussion on KTs’ situational perception by identifying aspects of early childhood education students’ situational perception in mathematics. Therefore, we conducted a qualitative study with N = 5 students from Austria and N = 5 students from Norway. Data was collected through a video-based questionnaire: The students watched seven video vignettes and wrote down their observations and reflections immediately upon watching. Data was analysed with a qualitative content analysis. As a result, we identified three categories amongst the written responses: process, learning and mathematical concepts. We found major differences between the Austrian and Norwegian students’ responses with respect to the mathematical concepts category. We conclude that KTs’ situational perception of mathematical concepts might be stronger influenced by KTs’ knowledge background than their situational perception of general aspects of education.
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Bruns, J., Carlsen, M., Eichen, L., Erfjord, I., Hundeland, P.S. (2020). Situational Perception in Mathematics (SPiM)—Results of a Cross-Country Study in Austria and Norway. In: Carlsen, M., Erfjord, I., Hundeland, P.S. (eds) Mathematics Education in the Early Years. Springer, Cham. https://doi.org/10.1007/978-3-030-34776-5_19
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DOI: https://doi.org/10.1007/978-3-030-34776-5_19
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