Exploring Mathematical Belief Profiles of Chinese Early Childhood Teachers

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Early Childhood Education and Mathematics (Table 21)

Abstract

Early math education is receiving increasing attention. In the Chinese context, however, few studies have investigated teachers’ beliefs regarding math teaching and learning in early childhood settings. This study explored Chinese teachers’ constructivist beliefs and traditional beliefs about early math teaching and learning using an Early Childhood Teacher Mathematical Belief Scale. Results indicated these two types of beliefs were not mutually exclusive but co-existed among Chinese teachers. Latent profile analysis further identified three belief profiles: (1) Constructivist profile; (2) Mixed constructivist and traditional profile; and (3) Low constructivist and traditional profile. Theoretical and practical applications for policy-making and early childhood teacher education were discussed.

Authors

• Jie Zhu, Zhejiang Normal University

• Wu-Ying Hsieh, University of Northern Iowa

• Pui-Sze Yeung, University of Hong Kong