Mathematics in the Preschool - Dissertation Example

The National Council of Teachers of Mathematics (NCTM, 2000) emphasizes the need to provide high-quality early childhood mathematics programs in preschools because a solid mathematical foundation in early childhood is essential. At this age, young children are building their own perceptions of what math is – what it means to know and do the math and even about themselves as math learners. “These beliefs influence their thinking about, performance in, and attitudes toward mathematics and decisions related to studying mathematics in later years” (p. 98) According to the NCTM, the quality of mathematical education in early childhood plays an important part in the child’s understanding of possibly difficult math concepts (Loop, 2009).

Although there had been many studies about patterns of mathematical teaching in preschool, there is a lack of research on how teachers of Math perceive how young children learn Math and even what to teach following the developmental level of their learners. That is why enhancing early childhood education teachers’ confidence and competence in teaching math is considered a route to improvement of mathematics instruction in preschool. Sarama & DiBiase (2004, cited in Tsamir & Tirosh, 2009) suggest that early childhood teacher training focuses both on mathematics content and teachers’ dispositions towards math.

This reflects the need for highly qualified professionals. The NAEYC Code of Ethics state: “In decisions concerning children’s programs, we shall draw upon the education, experience, and expertise of staff members” (Decker et al, 2009, p.359). This principle pertains to the ideal of professional training and development of early childhood workers. “To further the professional development of the field of early childhood care and education and to strengthen its commitment to realizing its core values” (Decker et al, 2009, p.361). Early childhood educators need much training for all the tasks expected of them when they begin work.