In this study we reveal the beliefs about mathematics held by 42 prospective preschool teachers prior to and after a one semester course devoted to the teaching of mathematics in the early childhood years. Results suggest that many of the prospective teachers explicitly expressed negative beliefs about mathematics as well as implicitly via the ‘animal metaphor’. The course made a small change in teachers’ beliefs, suggesting that much more has to be done for a meaningful change, so that prospective preschool teachers can engage in mathematics with young children positively.
|Number of pages||10|
|Journal||Journal of International Scientific Publication: Educational Alternatives|
|Publication status||Published - 2017|
- prospective preschool teachers