Investigation of preservice preschool teachers’ mathematical beliefs through action research
Journal of Early Childhood Teacher Education, vol.47, no.3, pp.942-959, 2026 (ESCI, Scopus)
- Publication Type: Article / Article
- Volume: 47 Issue: 3
- Publication Date: 2026
- Doi Number: 10.1080/10901027.2025.2581020
- Journal Name: Journal of Early Childhood Teacher Education
- Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
- Page Numbers: pp.942-959
- Ataturk University Affiliated: Yes
Abstract
Early childhood mathematics education plays a critical role in shaping foundational numeracy and cognitive development. This study explores the evolution of preservice preschool teachers’ mathematical beliefs through an action research design embedded within a university-level early mathematics education course. Thirty-four second-year undergraduate students participated in the study. Beliefs were assessed using a validated scale administered both before and after the intervention. Complementary qualitative data were collected through open-ended questionnaires. Instructional methods included lectures, discussions, digital storytelling, poster development, educational games, creative drama, and interactive book reading. Findings revealed a significant improvement in participants’ mathematical beliefs and an increased awareness of diverse, student-centered teaching strategies, contributing to their professional growth and instructional confidence.