Early Childhood Math Teaching and Learning: Investigating Teachers' Beliefs in Chinese Kindergartens

• In Event: Curriculum and Teaching in Early Childhood

Abstract

Early math education is receiving increasing attention. In the Chinese context, however, few studies have explored teachers’ beliefs regarding math teaching and learning in early childhood settings. This survey study investigated Chinese teachers’ current beliefs about early math teaching and learning using an Early Childhood Teacher Mathematical Belief Scale. Factor analysis confirmed two factors in this scale: constructivist beliefs and traditional beliefs. 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 beliefs; and (3) Low constructivist and traditional beliefs. 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