Young Children's Exposure to Mathematics: The Child Care Context |
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| Authors: | Theresa A Graham Cindy Nash Kim Paul |
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| Institution: | (1) Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska;(2) Department of Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska |
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| Abstract: | Four preschool teachers from two preschool settings were observed to explore the contribution of child care experiences on the development of young children's understanding of mathematics. Teachers were also interviewed regarding their attitudes and beliefs about the importance of early education, children's understanding of mathematics prior to formal schooling, and their role in facilitating mathematical knowledge. Although the programs and teachers differed in terms of program orientation, teaching style, student participation, and interactions with students, the programs did not differ in terms of the amount or content of mathematics presented to children. During the classroom observations that were conducted, very little mathematics was presented in any of the classrooms either directly or indirectly to students. In contrast, teachers said that they believed that mathematics was important and that they engaged in mathematical discussions in their classroom interactions. Discussion of the lack of math presented in the classroom and the discrepancy of teachers' beliefs and teaching behaviors are discussed. |
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| Keywords: | early childhood mathematics teacher attitudes child care preschool |
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