The Mathematical Development Beliefs of Early Childhood Education (ECE) Teachers: A Case Study of Southern Punjab Pakistan

Muhammad Anees  ul Husnain Shah; Muhammad Arslan  Raheem; Muhammad Arshad  Javaid

doi:10.54692/ajss.2020.04031139

Muhammad Anees ul Husnain Shah Assistant Professor of Education University of Education Lahore D.G Khan, Campus,Pakistan
Muhammad Arslan Raheem Assistant Prof of Education University of Education Lahore D.G Khan, Campus, Pakistan
Muhammad Arshad Javaid Assistant Professor of Education, University of Education Lahore D.G Khan Campus, Pakistan

DOI: https://doi.org/10.54692/ajss.2020.04031139

Keywords: ECE, Teaching, Mathematics, Teachers’ Belief

Abstract

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.