Investigation of preservice preschool teachers’ mathematical beliefs through action research
Özet
Early childhood mathematics education plays a critical role in shaping foundational numeracy and cognitive development. This study explores the evolution of preservice preschool teachers’ mathematical beliefs through an action research design embedded within a university-level early mathematics education course. Thirty-four second-year undergraduate students participated in the study. Beliefs were assessed using a validated scale administered both before and after the intervention. Complementary qualitative data were collected through open-ended questionnaires. Instructional methods included lectures, discussions, digital storytelling, poster development, educational games, creative drama, and interactive book reading. Findings revealed a significant improvement in participants’ mathematical beliefs and an increased awareness of diverse, student-centered teaching strategies, contributing to their professional growth and instructional confidence.
Atıf için künye
Fırat, Z. S. (2026). Investigation of preservice preschool teachers’ mathematical beliefs through action research. Journal of Early Childhood Teacher Education, 47(3), 942–959. https://doi.org/10.1080/10901027.2025.2581020
BibTeX
@article{firat2026-147211,
author = {Fırat, Zehra Saadet},
title = {Investigation of preservice preschool teachers’ mathematical beliefs through action research},
journal = {Journal of Early Childhood Teacher Education},
year = {2026},
volume = {47},
number = {3},
pages = {942--959},
issn = {1090-1027},
doi = {10.1080/10901027.2025.2581020},
url = {https://akademik.atauni.edu.tr/yayinlar/147211-investigation-of-preservice-preschool-teachers-mathematical-beliefs-through}
}