正是在这方面，幼儿数学教育工作者应该创造教育系统所需要的基本基础。这对于幼儿数学教育中的职前教师和在职教师如何处理和评价自己的教学能力和方法具有重要意义。然而，幼儿数学教育中的职前教师与在职教师是否具有显著相同的数学发展知识和信念还不确定。因此，重要的是评价他们对发展的知识和信念，以便在必要时，如果需要调整他们的技能、知识和信念的水平时，提出明确的理由。Platas(2008)基于幼儿早期数学发展的知识和幼儿课堂中数学教与学的信念，对幼儿教师进行了比较，但在这方面，职前和在职幼儿教师并没有进行比较。研究者认为这一研究空白需要填补，因为未来和现在教师的知识和信念不可避免地会对幼儿数学知识的发展产生影响。确定在职教师的教学经验是否影响了他们在数学知识发展和信念方面的知识和信念，或是否与职前教师相同，将是很有趣的。因此本研究将分析和回顾在职教师和职前幼儿教师对数学知识发展和信念的理解.
北美留学生论文代写:幼儿数学教育
It is in this regard that early childhood educators in mathematics should create the basic foundation required in the education system. This can significantly create meaningful understanding on how pre-service teachers and in-service teachers in early childhood education for mathematics should handle and evaluate their teaching abilities and methods. However, it remains uncertain whether pre-service teachers and in-service teachers in early childhood education for mathematics have significantly the same knowledge of mathematical development and belief. Thus, it is important to evaluate their knowledge of development and belief about it so as to come up with a clear justification if there is a need to align their level of skills, knowledge and beliefs if necessary.Even though Platas (2008) was able to compare early childhood teachers based on their knowledge of early mathematical development and beliefs about mathematics teaching and learning in the preschool classroom, there was no comparison done between pre-service and in-service preschool teachers in this regard. The researcher believes that this research gap needs to be filled since future and current teachers’ knowledge and beliefs will inevitably create an impact in young children’s mathematical knowledge development. It would be interesting to determine if experience in teaching of in-service teachers have affected their knowledge and beliefs on mathematical knowledge development and beliefs or if they remain the same as their pre-service counterparts. Hence this study will analyze and review in-service teachers’ and pre-service preschool teachers’ understanding on mathematical knowledge development and beliefs
