DOI: 10.26686/wgtn.16985425
|View full text |Cite
|
Sign up to set email alerts
|

Kindergarten and New Entrant Teachers' Beliefs and Practices in Mathematics Teaching and Learning

Abstract: <p>A difference between the beliefs and practices about mathematics learning and teaching held by teachers in kindergartens and teachers in new entrant classrooms may lead to problems as teachers and children manage the transition from kindergarten to school. The New Zealand education system is governed by various curriculum documents underpinned by similar philosophies to support teacher practice. These documents are based on an expectation that teachers build from children’s existing knowledge and expe… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

0
0
0

Publication Types

Select...

Relationship

0
0

Authors

Journals

citations
Cited by 0 publications
references
References 59 publications
0
0
0
Order By: Relevance

No citations

Set email alert for when this publication receives citations?