Teachers’ Beliefs Count: Teacher Beliefs and Practice in Early Childhood Mathematics Education (ECME)
DOI:
https://doi.org/10.55370/hsdialog.v16i3.109Keywords:
mathematics, teacher beliefsAbstract
Teachersare the key to success in Early Childhood Mathematics Education (ECME) and assuch, there is a great need to focus on the teacher’s mind…what teachers thinkabout learning, their curriculum and the mathematics in it (Ginsburg, Lee and Boyd,2008; Cross, Woods and Schweingruber, 2009). Early childhood teachers were surveyed on their beliefs and practicesrelated to ECME. The findings suggestthat early childhood teachers may not hold as negative a view of mathematicsand ECME as previously has been supposed. Moreover, more instruction time seems to be devoted to ECME thanpreviously reported. However, thefindings also strengthen the contention that literacy-based activities dominateacademic instructional time in the early childhood classroom. In line with the literature, the teachersexpressed a narrow view of EMCE, with numeracy and arithmetic skill developmentas the most important focus of ECME; this narrow view is counter to recentrecommendations by leading researchers and professional organizations.Downloads
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