The Article A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math written by Jie-Qi Chen, Jennifer McCray, Margaret Adams and Christine Leow. The article surveyed 346 preschool teachers from a large community school about teaching Math. The article has found many teachers beliefs and motivations behind many early childhood teachers in teaching math. It has also discovered the purpose for the motivations behind the positivity of early childhood math teachers.
The results from the research have implied that teacher confidence alters with particular types of math familiarity and teaching skills. The more a teacher is confident in a particular math area, the more motivated the teacher becomes. To influence teachers’ positivity, the article has suggested assessing teachers’ math learning in a specific area where
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Researching the motivation behind teachers’ math teaching skills can close this gap. Math has different elements and functions. It also has different parts. Many teachers have not mastered every elements and branches of math. Once they realize there is a comfortable approach and acceptance to their lack of knowledge, they will feel more confident and motivated to learn. (Chen, J., Mccray, J., Adams, M., & Leow, C.).
Does Parent Involvement and Neighborhood Quality Matter for African American Boys' Kindergarten Mathematics Achievement?
The article Does Parent Involvement and Neighborhood Quality Matter for African American Boys' Kindergarten Mathematics Achievement? The article is by Claire E. Baker. The study used a large sample of African American boys to make its claim. It discusses the necessary involvement needed for students to achieve success in Math. The research discusses the growth that has found in students who have prior math teaching skills before enrolling in school. These students have shown to show growth and success throughout their school