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Early Childhood Teachers Beliefs about Mathematics Teaching and Learning |
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PP: 1333-1341 |
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doi:10.18576/isl/120323
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Author(s) |
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Rania H. Elwan,
Hanan A. A. Ebrahim,
Ibtesam A. Y. Hussain,
Norhan A. H. Nounou,
Sabrin A. Labib,
Sarah M. Altamimi,
Raghad. F. A. Alqahtani,
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Abstract |
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| The current research aimed to investigate the beliefs that early childhood teachers adopt about teaching and learning mathematics in the kindergartens of the Kingdom of Saudi Arabia. The teachers are role models for the child from whom he draws his knowledge, behavior, attitudes, concepts and experiences. and their classroom practice, which positively affects the level of the child and his attitudes towards the learning and teaching processes in general, and the mathematics course in particular, because of its importance in real life because it helps him to think, make decisions and solve problems he faces in his life. This has been confirmed by many researches and studies that the child is affected by his teachers beliefs, behaviors, decisions and dealings with him and the extent to which these beliefs are positive, which are the result of his personal and professional experience. One of the early childhood teachers, and the results of the study revealed that the responses of early childhood teachers about their beliefs about the processes of learning and teaching mathematics in general were positive, where most of the beliefs came to a large degree. This indicates that the teachers of this stage have positive opinions and ideas about the learning and teaching processes and the educational system, which affects their teaching efficiency, which is reflected in the child’s level of mathematics in an effective and positive manner. That is why the researchers recommend the necessity of providing workshops to develop, develop and support positive beliefs. The teachers of this stage are in line with modern educational trends.
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