Die Zusammenhänge zwischen epistemologischen Überzeugungen und motivationalen Orientierungen als richtungsweisende Ausgangspunkte für die mathematikdidaktischen Fähigkeiten pädagogischer Fachkräfte im Elementar- und Primarbereich.

Abstract

Beliefs concerning mathematics of maths teachers in institutions of preprimary education and elementary school are assumed to play a major role for their mathematics specific self-efficacy and their skills in giving mathematical instructions. Therefore, the current study aims at finding out about interrelations and effects of these variables on each other using a questionnaire-survey which is analyzed by structural equation modeling. Moderating effects of mathematics specific self-efficacy on the interrelations between beliefs about mathematics and beliefs about teaching and learning of mathematics have been found.