Teachers’ mathematics education and readiness beliefs, and kindergarteners’ mathematics learning

Eunjoo Jung, Yue Zhang, Jason Chiang

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


This study investigates kindergarten children’s mathematics learning with a focus on the role of teachers’ mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers’ beliefs regarding what is important for children’s preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More reading and singing activities at home, math learning practices, problem solving activities, and use of art or life-related materials during the kindergarten year are encouraged to highlight kindergarteners’ mathematics instruction and learning. What has a greater impact on mathematics learning in kindergarteners appears to be the kind of instruction that is planned and delivered, rather than teachers’ beliefs regarding mathematics readiness.

Original languageEnglish (US)
Pages (from-to)137-154
Number of pages18
JournalInternational Journal of Education in Mathematics, Science and Technology
Issue number2
StatePublished - 2019


  • Kindergarten children
  • Mathematics education
  • Mathematics learning

ASJC Scopus subject areas

  • Mathematics (miscellaneous)
  • Education


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