File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Mathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play

TitleMathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play
Authors
KeywordsEarly childhood mathematics
Mathematical beliefs
Teaching practices
Teaching efficacy
Unit block play
Chinese context
Issue Date2021
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/recr20#.VMJaK_ldVPN
Citation
European Early Childhood Education Research Journal, 2021, v. 29 n. 5, p. 747-763 How to Cite?
AbstractIn 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.
Persistent Identifierhttp://hdl.handle.net/10722/300274
ISSN
2023 Impact Factor: 1.8
2023 SCImago Journal Rankings: 0.771
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhu, J-
dc.contributor.authorYeung, PS-
dc.contributor.authorHsieh, W-
dc.date.accessioned2021-06-04T08:40:37Z-
dc.date.available2021-06-04T08:40:37Z-
dc.date.issued2021-
dc.identifier.citationEuropean Early Childhood Education Research Journal, 2021, v. 29 n. 5, p. 747-763-
dc.identifier.issn1350-293X-
dc.identifier.urihttp://hdl.handle.net/10722/300274-
dc.description.abstractIn 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.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/recr20#.VMJaK_ldVPN-
dc.relation.ispartofEuropean Early Childhood Education Research Journal-
dc.subjectEarly childhood mathematics-
dc.subjectMathematical beliefs-
dc.subjectTeaching practices-
dc.subjectTeaching efficacy-
dc.subjectUnit block play-
dc.subjectChinese context-
dc.titleMathematical beliefs and self-reported practices of Chinese early childhood teachers in the context of teaching mathematics during block play-
dc.typeArticle-
dc.identifier.emailYeung, PS: patcyy@hku.hk-
dc.identifier.emailHsieh, W: wyhsieh@hku.hk-
dc.identifier.authorityYeung, PS=rp00641-
dc.identifier.authorityHsieh, W=rp01812-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/1350293X.2021.1933118-
dc.identifier.scopuseid_2-s2.0-85106428597-
dc.identifier.hkuros322650-
dc.identifier.volume29-
dc.identifier.issue5-
dc.identifier.spage747-
dc.identifier.epage763-
dc.identifier.isiWOS:000654050400001-
dc.publisher.placeUnited Kingdom-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats