Early Math Perceptions and Practice: Examining Relationships Between Attitudes, Beliefs, Knowledge, Planning, and Instruction

• In Event: AERA Roundtable Session Saturday 9:50 am Four Seasons Ballroom 1
  In Roundtable Session: STEAM (Table 5)

Abstract

This study examined how preschool teachers’ early math perception shifts, lesson planning, and instructional practice relate to each other as teachers learn and develop through professional development supports. Specifically, this study identified relationships between early math attitudes, beliefs, and knowledge and observable early math instructional practice. Using a mixed-methods design, this study analyzed bivariate correlations and regression models followed by qualitative interviews to interpret and understand quantitative findings. Bivariate correlations showed minimal relationships between early math perceptions, lesson plans, and components of early math instructional practice, suggesting that teachers’ early math perception shifts and instructional shifts need separate evaluation and consideration in supporting preschool teachers’ development of early math instruction.

Authors

• David Banzer, University of Illinois at Chicago

• Christina Delgado, University of Illinois at Chicago