Personal Beliefs About Teaching And Learning Underpin Practice

Personal beliefs about teaching and learning underpin practice and involve a fundamental focus (Jones 2014, p. 26). Arthur et al. (2018, p. 177) discuss that an educator’s beliefs on are based on what they believe is important to children. As educators, attitudes, beliefs and personal values influence teaching decisions and responses to children, and through identification of beliefs, educators can understand what is important and how their beliefs impact on teaching and learning (Arthur et al. 2018, p. 177; Kearns, 2017 p. 10 – 11). Moss et al. 2016 (cited in Kinnear, Lai, Muir 2017, p. 5) discuss that understanding children’s knowledge in mathematics and interests, educator support, integrating experiences that are appropriate for children’s

26) focuses on the concept that emotional and social wellbeing of children is fundamental for learning and influences engagement in experiences and quality of learning. I align with Jones’ (2014, p. 26) and Knaus’ (2014, p. 18) beliefs of making use of teachable moments to scaffold children’s thinking and understanding, implementing and planning activities to assist children to foster mathematical understanding. I agree with Jones’ (2014, p. 27) beliefs on mathematics: that it is essential in everyday life and children should be provided with experiences to play with mathematical concepts to understand the world and that there is no one answer to problems nor there is one way to understand a math concept. Jones (2014, p. 26) emphasises social and emotional wellbeing and children’s agency, and educator’s viewing them as capable learners. Teaching choices reflect Jones’ beliefs as Jones places emphasis on a supportive and holistic learning environment that supports children’s wellbeing (Jones 2014, p. 26 –

Fleer and Raban (2007, p. 24) discuss that mathematics is an everyday concept that is part of their everyday practice to make sense of the world. My belief is language and scaffolding is an important tool to learn mathematical concepts. My teaching and learning beliefs originate from the perspective that children are capable learners and already have the basic foundation for mathematical knowledge. I believe children are already engaging in mathematical concepts such as connections, spatial thinking and reasoning can be fostered through experiences as discussed in Perry and Dockett 2008 (cited in Arthur et al. 2018, p.