The Influence of Teachers’ Efficacy and Beliefs Regarding Mathematics Instruction in the Early Childhood Classroom

By E. Brown. 2005

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Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum (2015, background): “Teachers are rarely seen to present children with challenging mathematics concepts (Brown, 2005), and they fail to take advantage of teachable moments in activities such as block play, even though they say that they do (Kontos, 1999).”
Mathematics Education for Young Children: What It is and How to Promote It (2008, background): “Observing 20 preschool classrooms, Brown (2005) rarely saw teachers scaffolding children’s exploration of mathematical ideas or suggesting challenges.”
The Early Childhood Mathematics Education Revolution (2013, background): “…and the recent rise in early childhood standards and large-scale curricula now available, little intentional mathematics instruction appears to be taking place in kindergarten and preschool classrooms in the United States (Brown, 2005; Cross et al., 2009; Ginsburg, 2009; Starkey et al., 2004).”
Preschool Teachers’ Sensitivity to Mathematics in Children’s Play: The Influence of Math-Related School Experiences, Emotional Attitudes, and Pedagogical Beliefs (2015, background): “Brown (2005) showed that preschool teachers’ math-related self-efficacy is associated with the perceived relevance of preschool mathematics.”