Open AccessThe Mathematical Development Beliefs of the Early Childhood Education (ECE) Teachers: A Case study of Southern Punjab Pakistan
Author(s) -
Muhammad Anees Ul Husnain Shah,
Muhammad Arslan Raheem,
Muhammad Arshad Javaid
Publication year - 2020
Publication title -
academic journal of social sciences
Language(s) - English
Resource type - Journals
eISSN - 2521-0149
pISSN - 2519-7983
DOI - 10.54692/ajss.2020.04031139
Subject(s) - mathematics education , thematic analysis , curriculum , psychology , pedagogy , qualitative research , social science , sociology
The Purpose of this article is to investigate about the beliefs of ECE teachers in the teaching of mathematics. Beside this, it may also help the researcher in developing the professional programs for ECE.This research is a case study with six respondents from the D. G. Khan city of southern Punjab, Pakistan. A brief and organized interview was conducted from all six respondents keeping in view the guidelines of the instrument, “The Mathematical Development Beliefs Survey”. Thematic and confined analysis was used to process the data. Results of the data acknowledge that mathematics is a very valuable part of the curriculum of ECE, it boosts the students’ confidence and early childhood shows readiness for learning mathematics. Thematic analysis of the date shows that all the respondents were lacking in the basic knowledge of mathematics and that’s why they were also lacking in confidence in mathematics teaching. In this research on the basis of results of the obtained data, it is suggested the aims of the ECE development programs should be to increase the basic knowledge of mathematics and to boost the confidence of teachers in mathematics teaching.