PERLE – Professional Vision of Early Mathematics in Daily Learning Situations

The project PERLE investigates whether computer-based promotion of mathematical competencies leads to an improvement in recognition skills and to increased and elaborated action planning among early childhood educators.

Project Description

According to theoretical models of mathematical competencies of early childhood educators, the recognition of mathematical learning opportunities in daily situations is an important factor for competent early childhood education. If professionals succeed in recognizing the mathematical potential of everyday situations, these can become natural learning situations for children. However, previous empirical studies indicate that early childhood educators seem to have difficulty recognizing everyday situations that contain mathematical learning. The aim of this project is to investigate whether the promotion of mathematical competencies can lead to an improvement of the recognition skills and to an increased and elaborated action planning of early childhood educators. For the development of these mathematical competencies, computer-based self-learning modules were developed, which will be worked on independently by the professionals. Subsequently, the effectiveness of this training approach is to be evaluated. In addition to the mathematical competencies, the (situational) recognition skills and action planning of the professionals are to be assessed.

Project Objectives

With this approach, the PERLE project is intended to contribute to both basic and applied research. If a positive effect of the self-learning modules on recognition skills and action planning can be proven, evidence-based training can be made available online to the pedagogical practice.


Project Management

PD Dr. Jan-Henning Ehm

Project Team

Alexander Stiewe

Project Details

Current project
Area of Focus Education in the Digital World
Department: Education and Human Development
Unit: Development of Successful Learning
06/2021 – 09/2024
Contact: Alexander Stiewe, Doctoral Candidate