An evolution of mathematical beliefs: A case study of three pre-k teachers

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

This case study involved examination of the evolution of mathematical beliefs of three prekindergarten teachers. The researcher followed three teachers at one school in west Alabama over the course of 6 months as they implemented a new mathematics curricu-lum in their pre-K classrooms. Interviews were conducted prior to implementation and at the end of the school year. Classroom observations were done throughout the implementation process. Three themes emerged from the data (a) math resources for the pre-K classroom, (b) pushing beyond-thinking mathematically, and (c) instructional strategies used the pre-K classroom. These themes revealed how all of the teachers' perceptions of early childhood mathematics curriculum and instruction evolved during the course of the study. These findings have implications for early childhood teacher education programs and professional development.

Original languageEnglish (US)
Pages (from-to)360-372
Number of pages13
JournalJournal of Early Childhood Teacher Education
Volume31
Issue number4
DOIs
StatePublished - Oct 2010
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Social Sciences (miscellaneous)

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