Qualitative interviews and case-studies will provide deeper insights into beliefs, understandings and practices of early childhood educators, families and pre-service teachers regarding mathematical thinking and learning of infants and toddlers. Foundational knowledge and positive dispositions towards mathematics need to develop in the early years and continue as an influence throughout an individual's life. However, focus on supporting mathematical learning in very young children in early learning is minimal. This study will provide a contemporary understanding of educator, family and pre-service teacher knowledge, attitudes and practices regarding mathematical thinking and learning for infants and toddlers.
|Short title||Understanding early childhood educator and pre-service teacher beliefs and attitudes regarding mathematical thinking and learning in infants and toddlers.|
|Effective start/end date||25/01/19 → 31/12/20|