---
_id: '58489'
abstract:
- lang: eng
  text: "<jats:title>Abstract</jats:title>\r\n          <jats:p>Natural everyday situations
    can offer valuable opportunities for children to develop mathematical ideas. However,
    as children enter school with widely varying levels of achievement in mathematics,
    not all children seem to benefit equally from embedded math learning opportunities.
    To help children take advantage of these opportunities, early childhood (EC) teachers
    seem to play a significant role in fostering children’s mathematical learning.
    Previous research suggests that both the teacher’s knowledge and their feedback
    significantly influence the extent to which children learn. However, most studies
    on feedback rely on experimental research designs and do not examine naturally
    occurring feedback in situations involving embedded math learning opportunities.
    Thus, the influence of EC teachers’ mathematical pedagogical content knowledge
    (MPCK) and their naturally given feedback on children’s mathematical learning
    remains underexplored. This paper investigates the effects of naturally given
    feedback and the MPCK of <jats:italic>N</jats:italic> = 48 EC teachers on the
    mathematical development of <jats:italic>N</jats:italic> = 140 children. Results
    indicate that process-related feedback positively impacts children’s mathematical
    development, while other kinds of feedback (e.g., person-related) and teachers’
    MPCK do not demonstrate significant effects. These findings highlight the importance
    of integrating process-related feedback into professional development (PD) programs
    for EC teachers to enhance their ability to provide effective feedback.</jats:p>"
author:
- first_name: Lena
  full_name: Aumann, Lena
  id: '105748'
  last_name: Aumann
- first_name: Rosa Maria
  full_name: Puca, Rosa Maria
  last_name: Puca
- first_name: Hedwig
  full_name: Gasteiger, Hedwig
  last_name: Gasteiger
citation:
  ama: Aumann L, Puca RM, Gasteiger H. Effects of Early Childhood Teacher Knowledge
    and Feedback on Children’s Early Mathematical Development in German Kindergartens.
    <i>Early Childhood Education Journal</i>. Published online 2025. doi:<a href="https://doi.org/10.1007/s10643-025-01859-1">10.1007/s10643-025-01859-1</a>
  apa: Aumann, L., Puca, R. M., &#38; Gasteiger, H. (2025). Effects of Early Childhood
    Teacher Knowledge and Feedback on Children’s Early Mathematical Development in
    German Kindergartens. <i>Early Childhood Education Journal</i>. <a href="https://doi.org/10.1007/s10643-025-01859-1">https://doi.org/10.1007/s10643-025-01859-1</a>
  bibtex: '@article{Aumann_Puca_Gasteiger_2025, title={Effects of Early Childhood
    Teacher Knowledge and Feedback on Children’s Early Mathematical Development in
    German Kindergartens}, DOI={<a href="https://doi.org/10.1007/s10643-025-01859-1">10.1007/s10643-025-01859-1</a>},
    journal={Early Childhood Education Journal}, publisher={Springer Science and Business
    Media LLC}, author={Aumann, Lena and Puca, Rosa Maria and Gasteiger, Hedwig},
    year={2025} }'
  chicago: Aumann, Lena, Rosa Maria Puca, and Hedwig Gasteiger. “Effects of Early
    Childhood Teacher Knowledge and Feedback on Children’s Early Mathematical Development
    in German Kindergartens.” <i>Early Childhood Education Journal</i>, 2025. <a href="https://doi.org/10.1007/s10643-025-01859-1">https://doi.org/10.1007/s10643-025-01859-1</a>.
  ieee: 'L. Aumann, R. M. Puca, and H. Gasteiger, “Effects of Early Childhood Teacher
    Knowledge and Feedback on Children’s Early Mathematical Development in German
    Kindergartens,” <i>Early Childhood Education Journal</i>, 2025, doi: <a href="https://doi.org/10.1007/s10643-025-01859-1">10.1007/s10643-025-01859-1</a>.'
  mla: Aumann, Lena, et al. “Effects of Early Childhood Teacher Knowledge and Feedback
    on Children’s Early Mathematical Development in German Kindergartens.” <i>Early
    Childhood Education Journal</i>, Springer Science and Business Media LLC, 2025,
    doi:<a href="https://doi.org/10.1007/s10643-025-01859-1">10.1007/s10643-025-01859-1</a>.
  short: L. Aumann, R.M. Puca, H. Gasteiger, Early Childhood Education Journal (2025).
date_created: 2025-01-31T16:50:58Z
date_updated: 2025-01-31T16:54:12Z
doi: 10.1007/s10643-025-01859-1
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
publication: Early Childhood Education Journal
publication_identifier:
  issn:
  - 1082-3301
  - 1573-1707
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Effects of Early Childhood Teacher Knowledge and Feedback on Children’s Early
  Mathematical Development in German Kindergartens
type: journal_article
user_id: '105748'
year: '2025'
...