数学学习现在来得更早了。学龄前儿童甚至在上学之前就表现出了惊人的数学基础知识。由于认识到幼儿已经能够“做”数学，NAEYC和NCTM等专业机构提出了数学教师在数学概念和技能教学中应该参考和遵守的指导方针。幼儿教师有影响幼儿的能力。教师应基本具备足够的知识和技能，以及适当的信念，才能期望高质量的教学。Platas(2008)题为“测量教师对早期数学发展的知识以及他们对学前数学教与学的信念”的研究对当前的研究具有里程碑式的启发。然而，本研究并不仅仅是通过比较在职幼儿教师和职前幼儿教师的知识发展和信念来探究教师对数学的知识发展和信念。据推测，在幼儿教育中，经验因素在加强或改变教师对数学的知识和信念方面将发挥重要作用。
北美教育学代写作业:数学学习
Mathematical learning now comes at an earlier age. Preschoolers surprisingly manifest basic mathematical knowledge even before they start school. This realization that young children can already “do” Math has encouraged professional organizations such as NAEYC and NCTM have come up with guidelines that Math teachers should consult and comply to in their teaching of mathematical concepts and skills.Teachers of young children have the power to influence their preschool students. Teachers should basically possess adequate knowledge and skills as well as appropriate beliefs if quality teaching is to be expected. The work of Platas (2008) entitled “”Measuring Teachers’ Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom” has been a monumental inspiration for this current study. However, this study goes beyond exploring teachers’ knowledge development and beliefs about Math by comparing knowledge development and beliefs of in-service preschool teachers and pre-service preschool teachers. It is presumed that the element of experience will play a significant role in either strengthening or modifying teachers’ knowledge and beliefs about Math in early childhood education.
