Early Childhood Mathematics Teaching and Learning: Chinese Teachers' Beliefs, Confidence, and Practices

• In Event: AERA Poster Session 5
  In Poster Session: Early Childhood Workforce Issues

Abstract

The role of early childhood teachers in supporting children’s math learning during everyday activities through appropriate approaches and effective strategies has become increasingly important. However, early childhood teachers’ beliefs, confidence, and practices in math teaching remain under-explored in mainland China. This survey study investigated Chinese kindergarten teachers’ self-reported beliefs, confidence, and practices in teaching early childhood mathematics. Results indicated the majority of teachers believed all the recommended math teaching approaches were important and reported a relatively high frequency of implementing developmentally appropriate math teaching practices. Regression analysis further indicated teachers’ confidence and beliefs were significant predictors of teachers’ self-reported practices. Implications for early childhood teacher education and future studies in the area of early math are discussed.

Authors

• Jie Zhu, Zhejiang Normal University

• Wu-Ying Hsieh, University of Northern Iowa

• Pui-Sze Yeung, University of Hong Kong