Abstract
Mathematical understanding in early childhood lays the foundation for children’s later academic achievement, yet little is known about individual differences in U.S. early childhood educators’ mathematics instruction in preschool classrooms. The present study explored the range of intentional mathematics instruction occurring in early childhood programs and the relations between early childhood educators’ number-related talk and efficacy beliefs. One hour of video recordings of classroom mathematics instruction (84 videos total) were transcribed and coded from a sample of 20 lead early childhood educators teaching 3- to 5-year-old children. The results revealed significant variability across the type of mathematical content taught by educators, with a strong focus on activities with numerical content. Educators’ use of advanced numerical talk similarly varied, with some exploratory support for the hypothesis that teachers with higher self-efficacy beliefs at the beginning of the school year used more advanced number talk throughout the school year during classroom mathematics instruction. Our results suggest that educators’ mathematics instruction in early childhood varies widely, and those with lower self-efficacy for teaching may benefit from additional professional development and support.
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Acknowledgements
We thank the members of the MyTeachingPartner – Mathematics/Science research team at the University of Virginia, particularly Jessica Vick Whittaker and Mable Kinzie, for generously providing the data used in this study for secondary analyses. We thank Emily Blumenthal, Laura Chobivul, and Eva Gelernt for their assistance in transcribing and verifying video recordings. We also thank Isabella Santiago and Ausha Smith for their assistance in coding the format of mathematics activities and the members of the Sarnecka Lab at the University of California, Irvine for their feedback on a presentation of the partial results of this study.
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This work was supported in part by a U.S. National Science Foundation Social, Behavioral, and Economic Sciences Graduate Research Fellowship to Nicole R. Scalise (Grant No. DGE 1322106). Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.
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Conceptualization: NRS, GBR; Formal analysis and investigation: NRS, KP, MA; Writing – original draft preparation: NRS; Writing – reviewing and editing: NRS, KP, MA, GBR; Supervision: GBR.
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Scalise, N.R., Pak, K., Arrington, M. et al. Early Mathematics Instruction and Teachers’ Self-Efficacy Beliefs: A Mixed-Methods Investigation. Early Childhood Educ J (2024). https://doi.org/10.1007/s10643-024-01657-1
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DOI: https://doi.org/10.1007/s10643-024-01657-1