Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play
Chinese context, Early childhood mathematics, mathematical beliefs, teaching efficacy, teaching practices, unit block play
European Early Childhood Education Research Journal
In China, a shift in early math teaching from a teacher-directed approach to a child-centered approach has been recommended. This study explored Chinese teachers’ beliefs about early math teaching and learning, math teaching efficacy, and math-related practices in the context of unit block play. Early childhood teachers (N = 391) from Ningbo, Zhejiang province, participated in this study. The results of a questionnaire-based survey indicated that teachers’ beliefs about math teaching and learning and math teaching efficacy were significant predictors of their math teaching practices during unit block play. Math teaching efficacy mediated the positive relationship between constructivist beliefs and child-centered practices, but not between traditional beliefs and teacher-directed practices. The results have implications for early childhood teacher education in China and future studies on early math teaching and learning.
Department of Special Education
Original Publication Date
DOI of published version
UNI ScholarWorks, Rod Library, University of Northern Iowa
Zhu, Jie; Yeung, Pui sze; and Hsieh, Wu Ying, "Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play" (2021). Faculty Publications. 174.