EARLI Centre for Excellence in Research: Teacher Professional Competence: Theoretical, Methodological and Instructional Challenges in the Domain of Preschool Mathematics

  • Torbeyns, Joke (Principle researcher)
  • Björklund, Camilla (Co-researcher)
  • Sunde, Pernille Bødtker (Co-researcher)
  • Dunekacke, Simone (Co-researcher)
  • Wijns, Nore (Co-researcher)

Project Details

Description

Teacher Professional Competence: Theoretical, Methodological and Instructional Challenges in the Domain of Preschool Mathematics.

Preschoolers’ early mathematical competencies are foundational for later academic performance and civic success. Although the provision of high-quality early childhood mathematics education is viewed as a critical vehicle to help children to realize their potential, we lack a thorough understanding of the key components of high-quality instruction in the domain of early mathematics at the preschool age and the teacher competencies that are associated with it. This E-CER aims to address current theoretical, methodological and instructional challenges related to this timely topic by engaging in scientific reflections and discussions, joint research projects and cross-cultural comparison studies with the partners of the E-CER.
AcronymE-CER
StatusActive
Effective start/end date01/01/2431/12/27

Collaborative partners

  • Katholieke Universiteit Leuven, Leuven (lead)
  • University of Gothenburg
  • Freie Universität Berlin

Keywords

  • learning, educational science and teaching