This study reports on results from the Early
Mathematics Beliefs and Confidence Survey, administered
to 346 preschool teachers in a large public school system in
the Midwest. Survey results depict a much more positive
view of teachers’ beliefs and confidence in early math
teaching than previously reported. Results also suggest that
teacher confidence varies with specific types of math
knowledge and teaching abilities, and assessing math
learning is a specific area where teachers lack confidence.
Examining confidence in their math abilities and in
teaching early math, results indicate that teachers are more
confident teaching math and remain confident in teaching
even when confidence in their abilities is low. Implications
of results for early math professional development are
discussed.

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Tersedia

Judul	Edisi	Bahasa
Early learning and development : cultural-historical concepts in play	Ed. 1, Cet. 1	en
Full Day Early Learning Kindergarten Program Team: Perspectives from the Principal	(2016) 44:681–691 DOI	en

• A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math

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