Investigating Chinese preschool teachers’ beliefs in mathematics teaching from a cross-cultural perspective

Abstract

In China, preschool curriculum has undergone reform and profound changes. Much remains unknown, however, regarding preschool teachers’ teaching beliefs after 30 years of curriculum reform and adaptation. This study aimed to address the issue and investigate teachers’ beliefs concerning teaching mathematics. Twelve preschool teachers in China participated in the study: they watched videos of mathematics lessons conducted in the US and were interviewed with questions regarding the lessons. Qualitative analysis was then applied; themes were searched from the participants’ responses. The study revealed that Chinese preschool teachers acknowledged the features of (a) active learning, (b) involving every child, and (c) connecting lessons with everyday activities. However, they believed that their own teaching would be more purposeful: they would choose a specific content focus, use a series of steps, and make explicit summary at the end. The study also revealed Chinese preschool teachers’ solid specialized content knowledge in mathematics.

Keywords:

• Early childhood
• mathematics
• teacher beliefs
• cross-cultural
• China

Notes

1. In China, the term ‘kindergarten’ typically refers to full-day programs serving children ranging in age from three- to six-year old.