WILMA
We learn Mathematics

Project Logo

The DFG/SNF project WILMA investigates in a quasi-experimental longitudinal study how professional competences of kindergarten teachers in Germany and Switzerland affect the quality of mathematical learning opportunities in kindergartens and the mathematical competences of children.

Project data


Research linesResearch Line Professional Competencies of Preschool and School Teachers
DepartmentsMathematics Education
FundingDeutsche Forschungsgemeinschaft (11/1/201510/31/2018)
Period11/1/201510/31/2018
Statuscompleted
IPN researchersProf. Dr. Aiso Heinze (Project lead), Selma Seemann
Members of the research alliance

IPN Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik (Lead), Universität Zürich, Institut für Erziehungswissenschaft, Pädagogische Hochschule St. Gallen, Universität Koblenz-Landau

In recent years, kindergarten has been assigned an increasingly important function in the area of promoting children’s subject-specific competences. This is associated with an increase in the requirements for the quality of the learning opportunities and consequently for the subject-specific professional competences of kindergarten teachers.

In the WILMA project, the impact mechanisms of kindergarten teachers’ professional competences are analyzed. To this end, (1) a cross-sectional study for the field of mathematics was conducted to investigate the structure of subject-specific professional competencies and beliefs of kindergarten teachers. In addition, a longitudinal study with an intervention in a quasi-experimental design was conducted. Different training sessions for kindergarten teachers were varied in order to (2) analyze the effect of competence components on the quality of learning opportunities (planning or learning support) and (3) to investigate changes in children's mathematical competence growth. The study was designed binationally (CH-D) in countries with different training modes and educational goals of kindergartens in order to analyze or control, among other things, the professional competences and beliefs of the kindergarten teachers and their possible confounding with the structural framework of the kindergartens.

Publications:

Lindmeier, A., Seemann, S., Kuratli-Geeler, S., Wullschleger, A., Dunekacke, S., Leuchter, M., Vogt, F., Moser Opitz, E. & Heinze, A. (2020). Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development – an aspect of structural validity. Research in Mathematics Education. 22(2), pp. 168-187. https://doi.org/10.1080/14794802.2019.1710558

Lindmeier, A., Seemann, S., Wullschleger, A., Meier-Wyder, A., Leuchter, M., Vogt, F., Moser Opitz, E. & Heinze, A. (2021). Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support. Zetetiké 29, e021002. https://doi.org/10.20396/zet.v29i00.8661896

Wullschleger, A., Lindmeier, A., Heinze, A., Meier-Wyder, A., Leuchter, M., Vogt, F. & Moser Opitz, E. (2023). Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations. European Early Childhood Education Research Journal. 31(2), pp. 225-242. https://doi.org/10.1080/1350293X.2022.2081348