Teaching mathematics and science in early childhood: prospective kindergarten and primary school teachers’ beliefs

Abstract

The main objective of the present study is to investigate preservice teachers’ beliefs regarding mathematics and science learning and their teaching at the pre-school level. Participants were 93 prospective kindergarten teachers and 80 prospective primary school teachers who completed a questionnaire designed for the purpose of the study. It was revealed that both groups of student teachers believe that teaching mathematics and science at kindergarten differs from primary school. Carrying out inquiry activities and practicing teaching approaches that implement experimentation were proposed as being the best ways of presenting mathematics and science concepts to young children. The findings of this study raise implications for teacher professional development that may assist in developing better practices in mathematics and science early childhood education.