Lars Meyer-Jenßen

• Doctor of Education
• Professor at Health and Medical University Erfurt

Previous studies have applied a variable-centered approach to conduct extensive investigations of preservice early childhood teachers’ (PECTs’) epistemic beliefs in the domain of mathematics (application-related beliefs, process-related beliefs, static orientation), enjoyment of mathematics, mathematics anxiety, mathematical content knowledge, and...

PCK is a central component of the professional competence of (pre-service) primary teachers in the field of mathematics, and can be differentiated into different facets. In order to examine this knowledge facet in relation to other components of professional competence (e.g., emotions, beliefs, action planning, instructional quality), an economical...

Considering the widespread belief in the potential of mobile technology to enhance core activities of teachers, like lesson planning and preparation, limited research has been conducted on the use of mobile technology to support these activities. To address this research gap, this study delved into the acceptance of an intent-based chatbot specific...

Design research is an approach to educational research that aims to develop new interventions to solve current problems and improve educational practice. In addition to being an iterative process, design research is characterised by the collaboration of various stakeholders in different roles. This paper explores the application of design research...

At the classroom level, chatbots have proven their potential to support learners and learning outcomes in a variety of educational settings. This study investigates the development of planning self-efficacy of pre-service mathematics teachers (n = 83) using a chatbot-assisted lesson planning task. Self-efficacy, as an affective-motivational facet o...

Studien weisen auf kurzfristige und langfristige Effekte des sozioökonomischen Hintergrunds sowie häuslicher und institutioneller Lernumwelten auf die mathematische Kompetenz(-entwicklung) hin. Im Beitrag wird am Beispiel der Häufigkeit des Zählens vor dem Schuleintritt untersucht, inwieweit sich Effekte häuslicher und institutioneller Lernumwelten...

Shame is an unpleasant and activating emotion that affects learners’ achievement, including in mathematics, and pre-service teachers’ identity development. It is closely connected with the self. The current study investigated the efficacy of an intervention adapted from positive psychology aiming to reduce pre-service primary teachers’ shame in mat...

Zusammenfassung Mathematikdidaktisches Wissen stellt eine zentrale Komponente der professionellen Kompetenz von (angehenden) Primarstufenlehrkräften im Bereich Mathematik dar, die mit situationsspezifischen Fertigkeiten zusammenhängt und, vermittelt über das professionelle Handeln, Effekte auf die mathematischen Leistungen von Schüler:innen haben k...

There is widespread agreement, that today’s students must develop competencies in the efficient use of information and communication technology (ICT) to cope with the demands of the 21st century. To meet this requirement, teachers must integrate ICT into their classroom activities on a regular basis. Studies have shown that the use of ICT in the cl...

Shame is an unpleasant and activating emotion that may affect mathematics learners' achievement, motivation, and identity development. Specifically, preservice primary teachers often experience shame in mathematics, which may impact their future teaching and their students' development of unpleasant emotions. In the current study, we investigated a...

Zusammenfassung Der lernzielorientierte Einsatz digitaler Technologien im Mathematikunterricht stellt eine Anforderung an Lehrkräfte dar, die in der jüngeren Vergangenheit an Bedeutung gewonnen hat (Dede, 2010; Voogt & Roblin, 2012). Zugleich berichten viele Lehrkräfte in Deutschland, dass sie sich unzureichend auf die Erfüllung dieser Anforderung...

Zusammenfassung Der Handlungsplanung als Teil professioneller Kompetenz kommt eine wesentliche Bedeutung bei der Überführung von Wissen in spontane Handlungen in pädagogischen Situationen zu. Obwohl Forschung die Bedeutung der Handlungsplanung für professionelles Handeln im Bereich früher mathematischer Bildung kontinuierlich betont, ist sowohl emp...

Emotions play an essential role in pre-service teachers' competence development, particularly in mathematics. However, the emotion of shame in mathematics has been largely neglected so far. This article deals with shameful experiences of pre-service primary school teachers during their mathematical education at school and the various effects of sha...

This study examined how early childhood (EC) teachers’ instructional quality predicted children’s development in mathematics across two measurement occasions. Therefore, EC teachers’ (n = 25) instructional quality was assessed using one standardized observation instrument covering both domain-specific and general aspects of instructional quality. A...

This longitudinal study examined the development of 129 German early childhood teachers’ knowledge and epistemic beliefs in mathematics from teacher education to practice. The test and questionnaire data have been analyzed with auto-regressive models with cross-lagged effects and mean differences to investigate change over time. The study reveals t...

Research on intelligence and competence has developed widely independent of each other. The present paper aims at relating these traditions and at integrating the dominant models to fill gaps in the respective theories. We test the structural models derived from this integration in a series of confirmatory factor analyses and a latent moderated str...

Emotions play an essential role in educational processes. Previous research has mainly dealt with achievement emotions which are experienced in specific situations such as exams or learning situations in mathematics (e.g. enjoyment or anxiety). Some achievement emotions are rather experienced in social contexts in mathematics and are closely relate...

Der vorliegende Beitrag untersucht die Bedeutsamkeit sozialer Unterstützung für das Erleben von Angst und Freude in Mathematik von angehenden Grundschullehrkräften unter Kontrolle ihrer fachmathematischen Leistung. Hierfür wurden n=397 angehende Grundschullehrkräfte hinsichtlich ihrer subjektiv wahrgenommenen sozialen Unterstützung durch Dozierende...

Early childhood teacher education is considered crucial for the development of professional knowledge. However, little is known about the impacts of teacher educators, especially with respect to domain-specific knowledge in areas like early mathematics education. We investigated the relationship between opportunities to learn as reported by teacher...

This study examined absolute and relative judgment accuracies of German early childhood (EC) teachers with respect to the mathematical skills of the children under their supervision. The two types of judgment accuracies are crucial prerequisites for pacing activities in EC education and offering differentiated educational activities adapted to indi...

Emotions are essential for the development of professional competence and identity of pre-service teachers. Thus, they can also be seen as an inherent part of teachers’ professional competence and identity. They also influence teachers’ later emotional experience when teaching at school. Mathematics, especially, triggers activating emotions in pre-...

The didactic use of ICT is a major challenge for (pre-service) teachers. They report that they do not feel prepared for this demand. Teacher education has an essential role in enhancing ICT teaching self-efficacy and ensuring that teachers experience pleasant feelings when using ICT. This study examines ICT teaching self-efficacy in mathematics amo...

The present study investigated the development of n = 129 early childhood teachers’ mathematics content knowledge, mathematics pedagogical content knowledge, mathematics anxiety, and enjoyment of mathematics over 4 years from teacher training to practice. Latent autoregressive models with cross-lagged effects were applied. Scalar measurement invari...

Besides positive emotions such as enjoyment, negative emotions seem to occur more frequently than generally assumed in mathematics classes. Teachers also report of negative feelings such as anxiety when doing or teaching mathematics. Although mathematics anxiety is a crucial factor for learning and teaching, shame can be assumed to be a much more s...

Children develop their mathematical competencies already during their early years. Therefore, effective learning environments provided by early childhood teachers are required. Early childhood teachers’ professional competence in mathematics is assumed to consist of different facets such as mathematical content knowledge and affective-motivational...

A large research gap exists between psychological research about intelligence on the one hand and educational research about competence on the other hand. Both constructs are only rarely examined within one study. From an educational psychology point of view and for construct validation of competence tests, this is necessary though to gain more ins...

Die Fähigkeit, mathematische Inhalte in Spielsituationen der Kindertagesstätte zu identifizieren, um diese für eine angemessene Förderung mathematischer Kompetenzen bei Kindern zu nutzen, kann als ein wesentlicher Bestandteil professioneller Kompetenz von frühpädagogischen Fachkräften verstanden werden. Diese mathematikbezogene Situationswahrnehmun...

Diese Studie analysiert die theoretische Herleitung und empirische Testung von Qualitätsindikatoren zur Erfassung der Anregungsqualität frühpäd­agogischer Fachkräfte im Bereich ‚Zählen, Mengen, Zahlen‘ in Deutschland. Theoretische Annahmen, Faktorenanalyse basierend auf polychorischer Korrelation und interne Konsistenz zeigen, dass mathematische Kl...

Research competence (RC) as a key ability of students in the social sciences has thus far been conceptualized as consisting primarily of cognitive dispositions. However, owing to its highly complex and demanding nature, competence in conducting research might require additional affective and motivational dispositions. To address this deficiency in...

Research competence (RC) as a key ability of students in the social sciences has thus far been conceptualized as consisting primarily of cognitive dispositions. However, owing to its highly complex and demanding nature, competence in conducting research might require additional affective and motivational dispositions. To address this deficiency in...

One goal among many in early childhood education and care (ECEC) is that children develop positive attitudes towards mathematics. In order to support this development, teachers need professional competence in both cognitive and affective-motivational facets. Teacher students need to develop this professional competence during their initial teacher...

This article examines the stability of Norwegian prospective preschool teachers’ enjoyment of mathematics and their mathematics-related self-efficacy before, during, and after a teacher-education examination. In addition, the stability of the two constructs across countries was examined through a comparison with Germany. The data revealed partial s...

This study examined the level, structure and cognitive, educational and psychological determinants of beliefs about the relevance and nature of mathematics, about gender-stereotypes with respect to mathematics abilities and about enjoyment of mathematics. Prospective preschool teachers from programs at vocational schools and higher education instit...

Domain-specific cognitive constructs often show strong empirical correlations with each other if not controlled for g, although they are conceptually different, because individuals invest their general ability in all types of learning processes. Based on the investment theory and Jan-Eric Gustafsson’s work, the present paper examines for the first...

Im Rahmen des BMBF-Projekts KomMa wurden Leistungstests zur Erfassung des professionellen Wissen angehender frühpädagogischer Fachkräfte im Bereich Mathematik und Mathematikdidaktik entwickelt. Das mathematische Wissen wurde anhand der mathematischen Inhalte operationalisiert. Bei der Operationalisierung des mathematikdidaktischen Wissens werden vo...

Data about processes and outcomes of preschool teacher education is scarce. This paper examines the opportunities to learn (OTL) of prospective preschool teachers (N = 1,851) at different types and stages of preschool teacher education and their relation to general pedagogical knowledge (GPK), mathematics pedagogical content knowledge (MPCK), and m...

Zusammenfassung. Im Unterschied zur Lehrerforschung ist uber das professionelle Wissen fruhpadagogischer Fachkrafte kaum etwas bekannt. Der Beitrag stellt eine Testbatterie vor, die auf die Diagnose unterschiedlicher Auspragungen des padagogischen, mathematikdidaktischen und mathematischen Wissens angehender Fruhpadagogen auf Gruppenebene ausgerich...

Teacher competence is a multi-dimensional construct that includes beliefs as well as knowledge. The present study investigated the structure of prospective preschool teachers’ mathematics-related beliefs and their relation to content knowledge and pedagogical content knowledge. In addition, prospective preschool teachers’ perception and planning sk...

This paper examines the prognostic validity of a paper-and-pencil test to assess the mathematical pedagogical content knowledge (MPCK) of prospective pre-school teachers. The test was developed in the KomMa project. Teacher education research revealed that MPCK significantly predicts the perception and performance of young teachers. Corresponding h...

The article discusses requirements of validation approaches with respect to competence assessments with a special focus on how to provide evidence of content validity. As part of a validation framework that covers the range of validation approaches necessary, a procedure for collecting evidence on content validity in the context of a competence tes...

This study addresses the relation of pre-school teachers’ mathematics content knowledge and their performance—how they perceive mathematical learning situations and whether they are able to plan adequate actions that foster children’s learning—in the informal settings of pre-schools. It thus addresses a serious gap in teacher research that has so f...

In educational contexts, it is assumed that mathematical competence can be viewed as a trait. However, studies have yet to examine whether mathematical competence is actually a stable personality characteristic or rather depends on situational factors. Thus, construct validity has not yet been confirmed in this respect. The present study closes thi...