数学学习现在来得更早。学龄前儿童甚至在上学前就惊人地表现出基本的数学知识。这种幼儿已经可以“做”数学的认识，鼓励了NAEYC和NCTM等专业组织提出了数学教师在数学概念和技能教学中应该咨询和遵守的指导方针。幼儿教师有影响学龄前学生的力量。教师应基本具备足够的知识和技能，以及适当的信念，才能达到高质量的教学。Platas(2008)题为“测量教师对早期数学发展的知识和他们对幼儿园数学教与学的信念”的工作对当前的研究是一个巨大的启发。然而，本研究通过比较在职幼儿教师与职前幼儿教师的知识发展与信念，来探讨教师的知识发展与数学信念。在幼儿教育中，经验因素对教师的数学知识和信念的强化或修正起着重要的作用。
加拿大网课代修:数学学习
Mathematical learning now comes at an earlier age. Preschoolers surprisingly manifest basic mathematical knowledge even before they start school. This realization that young children can already "do" Math has encouraged professional organizations such as NAEYC and NCTM have come up with guidelines that Math teachers should consult and comply to in their teaching of mathematical concepts and skills.Teachers of young children have the power to influence their preschool students. Teachers should basically possess adequate knowledge and skills as well as appropriate beliefs if quality teaching is to be expected. The work of Platas (2008) entitled ""Measuring Teachers' Knowledge of Early Mathematical Development and their Beliefs about Mathematics Teaching and Learning in the Preschool Classroom" has been a monumental inspiration for this current study. However, this study goes beyond exploring teachers' knowledge development and beliefs about Math by comparing knowledge development and beliefs of in-service preschool teachers and pre-service preschool teachers. It is presumed that the element of experience will play a significant role in either strengthening or modifying teachers' knowledge and beliefs about Math in early childhood education.
