Associations Between Teacher Math Competency and Preschool-Aged Children's Math Skills

• In Event: AERA Poster Session 3
  In Poster Session: Division C Section 1C: Topics in Mathematics Education (San Diego)

Abstract

We examined the latent factor of teacher math competency with five teacher characteristic indicators—knowledge of children’s early math skills, beliefs in early math, confidence in their own math ability, confidence in teaching early math, and the likelihood of math implementation in the childcare setting—and its association with children’s math skills. This study included 58 teachers and 109 preschool-aged children. Structural equation modeling results showed that four characteristics, all but teachers’ knowledge, were significant indicators of teacher math competency, with teachers’ beliefs accounting for the most variance of the latent factor teacher math competency. Teacher math competency was positively associated with children’s early math skills. Implications of results for early math professional development are discussed.

Authors

• Keting Chen, University of Nebraska - Lincoln

• Amy Napoli, University of Nebraska - Lincoln