Effects of Teachers' Experience and Beliefs on the Frequency of Math Teaching

Abstract

There is a growing emphasis on early math education worldwide, yet some factors influence how teachers reflect this concern in their classroom practice. This study examined the content and frequency of math learning opportunities provided to preschoolers and the factors influencing these opportunities, specifically teachers' years of experience and math-related beliefs. The study participants were selected using snowball sampling and comprised 320 prekindergarten and kindergarten teachers from various geographic locations across Turkey. An online survey was used to obtain data from the teachers on their demographics, beliefs and frequency of math teaching. The findings showed that the teachers taught math on average once or twice weekly. They stated that most activities focused on geometry, numbers and patterns. The teachers with at least 5 years of experience taught math more frequently than those with less than 5 years of experience. Furthermore, the teachers with more positive beliefs about teaching and learning math taught math more frequently. Implications for both educational policy and professional development of teachers are discussed.