Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs, and Pedagogy
In the spring of 2017, an educational needs assessment of early mathematics education in Ontario was conducted using an online survey for early childhood educators, kindergarten teachers, and Grade 1 teachers. The purpose of the needs assessment was to acquire a brief account of the state of early mathematics education in the province and to identify any potential gaps between current and desired early mathematics education practices. Educators’ responses (n = 130) about their early mathematics knowledge, beliefs, and pedagogy revealed four critical areas that need to be addressed to improve the quality of early mathematics education.
The Canadian Journal of Education follows Creative Commons Licencing CC BY-NC-ND. For permission to reprint all or part of an article, please contact the Managing Editor.