Research to Practice: In Early Childhood Mathematics Education (ECME), Teachers’ Beliefs Count

Authors

  • Alyse C. Hachey Borough of Manhattan Community College- City University of New York

DOI:

https://doi.org/10.55370/hsdialog.v16i3.110

Keywords:

mathematics, teacher beliefs

Abstract

A study of early childhood teacher beliefs about mathematics and ECMEwas conducted.  The results show thatteachers may not hold as negative views about ECME and seem to be engaging inmore ECME in the classroom.  However,this is tempered by findings that suggest that ECME practice may be counter tocurrent guidelines, both in scope and methods of instruction.

Author Biography

Alyse C. Hachey, Borough of Manhattan Community College- City University of New York

Professor-Deputy ChairTeacher Education Department

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Published

2013-08-15

Issue

Vol. 16 No. 3

Section

Research-to-Practice Summaries

License

Copyright © by the authors. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license (https://creativecommons.org/licenses/by/4.0/).