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| jahr = 2012 <!-- Jahr, in dem die Konferenz stattfand/stattfindet --> | | jahr = 2012 <!-- Jahr, in dem die Konferenz stattfand/stattfindet --> | ||
| monat = Februar <!-- Monat, in dem die Konferenz beginnend stattfand/stattfindet, z.B. "Juli" --> | | monat = Februar <!-- Monat, in dem die Konferenz beginnend stattfand/stattfindet, z.B. "Juli" --> | ||
| beginn = 27. | | beginn = 27. <!-- Erster Tag der Konferenz, z.B. 13.8.2009 --> | ||
| ende = 29. | | ende = 29. <!-- Letzter Tag der Konferenz, z.B. 15.8.2009 --> | ||
}} | }} | ||
== Kurzbeschreibung == | == Kurzbeschreibung == | ||
At the CERME conference 2011 in Rzészow, Poland, we were faced with the question: In which way – and how much – should children be "educated" in mathematics before entering primary school. We, German researchers on the subject from Frankfurt am Main and Karlsruhe, decided to organize a workshop-conference to further investigate this question. We want to address this question from a mathematics education perspective on early mathematics learning in the strain between instruction and construction. The topics of the conference include research on the design of learning opportunities, the development of mathematical thinking, the impact of the social setting and the professionalization of nursery teachers. In the tradition of the CERME conferences we want to create a focused working atmosphere with few paper presentations with more interaction and exchange between the researchers. This meeting should be a starting point for a research network in early mathematics learning. POEM will take place in Frankfurt, Germany, from February 27-29, and is an invitation-only event. | At the [[CERME 2011|CERME conference 2011]] in Rzészow, Poland, we were faced with the question: In which way – and how much – should children be "educated" in mathematics before entering primary school. We, German researchers on the subject from Frankfurt am Main and Karlsruhe, decided to organize a workshop-conference to further investigate this question. We want to address this question from a mathematics education perspective on early mathematics learning in the strain between instruction and construction. The topics of the conference include research on the design of learning opportunities, the development of mathematical thinking, the impact of the social setting and the professionalization of nursery teachers. In the tradition of the CERME conferences we want to create a focused working atmosphere with few paper presentations with more interaction and exchange between the researchers. This meeting should be a starting point for a research network in early mathematics learning. POEM will take place in Frankfurt, Germany, from February 27-29, and is an invitation-only event. | ||
== Themen == | == Themen == | ||
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* Barber, Patti, University of London (UK) | * Barber, Patti, University of London (UK) | ||
* [[Torsten Beisel|Beisel, Torsten]], [[Universität Frankfurt]] (GER) | * [[Torsten Beisel|Beisel, Torsten]], [[Universität Frankfurt]] (GER) | ||
* Benz, Christiane, [[Pädagogische Hochschule Karlsruhe]] (GER) | * [[Christiane Benz|Benz, Christiane]], [[Pädagogische Hochschule Karlsruhe]] (GER) | ||
* Bohler, Elena, Høgskolen i Oslo (NO) | * Bohler, Elena, Høgskolen i Oslo (NO) | ||
* [[Dagmar Böning|Böning, Dagmar]], [[Universität Bremen]] (GER) | * [[Dagmar Böning|Böning, Dagmar]], [[Universität Bremen]] (GER) | ||
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* [[Andrea Peter-Koop]], [[Maike Grüßing]]: Early enhancement of kindergarten children potentially at risk in learning school mathematics – Design and findings of an intervention study | * [[Andrea Peter-Koop]], [[Maike Grüßing]]: Early enhancement of kindergarten children potentially at risk in learning school mathematics – Design and findings of an intervention study | ||
* Judy Sayers and Petti Barber: It is quite confusing isn’t it? | * Judy Sayers and Petti Barber: It is quite confusing isn’t it? | ||
* Michal Tabach: Preschool children's performance and self-efficacy on mathematical and non-mathematical tasks | * Michal Tabach: Preschool children's performance and [[Selbstwirksamkeit|self-efficacy]] on mathematical and non-mathematical tasks | ||
* Dina Tirosh: Preschool teachers' knowledge and self-efficacy regarding counting and enumerating tasks | * Dina Tirosh: Preschool teachers' knowledge and self-efficacy regarding counting and enumerating tasks | ||
* Pessia Tsamir: Conceptualizing preschool teachers' knowledge and self-efficacy for teaching mathematics: The CAMTE framework | * Pessia Tsamir: Conceptualizing preschool teachers' knowledge and self-efficacy for teaching mathematics: The CAMTE framework | ||