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The study aimed to describe the provincial status of early mathematics education and to identify gaps between current and desired practices. Results from educators’ reports on knowledge, beliefs, and pedagogy highlighted four critical areas requiring attention to improve early mathematics education quality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/early-childhood-educators-and-teachers-early-mathematics-education-knowledge-beliefs-and-pedagogy/595761/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/early-childhood-educators-and-teachers-early-mathematics-education-knowledge-beliefs-and-pedagogy/595761.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the Ontario early mathematics education needs assessment?","Question",{"text":112,"@type":113},"The assessment aimed to document the current state of early mathematics education in the province and identify potential gaps between current and desired practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Who participated in the online survey and how many responses were collected?",{"text":117,"@type":113},"Early childhood educators, kindergarten teachers, and Grade 1 teachers participated via an online survey, yielding 130 educator responses.",{"name":119,"@type":110,"acceptedAnswer":120},"What did educators’ responses reveal about early mathematics education?",{"text":121,"@type":113},"Educators’ reports on early mathematics knowledge, beliefs, and pedagogy revealed four critical areas that need to be addressed to improve the quality of early mathematics education.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595761,1792166758,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Early Childhood Educators’and Teachers’Early Mathematics Education Knowledge, Beliefs, and Pedagogy  \nAlexandra Youmans Queen’s University  \nAndrew Coombs Queen’s University  \nLynda Colgan Queen’s University  \nAbstract  \nIn the spring of 2017, an educational needs assessment of early mathematics education in Ontario was conducted using an online survey for early childhood educators, kindergarten teachers, and Grade 1 teachers. The purpose of the needs assessment was to acquire a brief account of the state of early mathematics education in the province and to identify any  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:4 (2018)©2018 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \npotential gaps between current and desired early mathematics education practices. Educators’responses (n = 130) about their early mathematics knowledge, beliefs, and pedagogy revealed four critical areas that need to be addressed to improve the quality of early mathematics education.  \nKeywords: early childhood education, kindergarten, mathematics, teacher knowledge and beliefs  \nRésumé  \nAu printemps 2017, une évaluation des besoins éducatifs de l’éducation mathématique précoce en Ontario a été réalisée en utilisant un sondage en ligne pour les éducateurs de la petite enfance, les enseignants de la maternelle et les enseignants de première année. Le but de L’évaluation des besoins avait pour but d’obtenir un bref compte rendu de l’état de l’éducation précoce en mathématiques dans la province et d’identifier tout écart potentiel entre les pratiques actuelles et futures d’éducation en mathématiques. Les réponses des éducateurs (n = 130) au sujet de leurs connaissances, de leurs croyances et de leur pédagogie en mathématiques ont révélé quatre domaines critiques qui doivent.  \nMots-clés : l’éducation de la petite enfance, jardin d’enfants, mathématiques, connaissances et croyances des enseignants  \nAcknowledgements  \nThe Mathematics Knowledge Network (MKN) is funded by the Ontario Ministry of Education. The MKN is a Knowledge Network for Applied Education Research (KNAER) Project, hosted by the Fields Institute for Research in Mathematical Sciences. The views expressed in this article belong to the authors and do not necessarily reflect the opinions of the Ministry of Education or the Ontario government.  \nCanadian Journal of Education / Revue canadienne de l’éducation 41:4 (2018) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThere is a growing awareness of the importance of mathematics in Canadian society due to an increased dependence on mathematical methods in science, technology, commerce, and government (Lancaster, 2013) . Despite this awareness, less than 50% of secondary school graduates have pre-requisite Grade 11 and Grade 12 mathematics courses needed for a growing number of post-secondary pathways (Let’s Talk Science & Amgen Canada Inc., 2012). This discrepancy may exist because many students are not developing foundational mathematics knowledge, skills, and confidence needed for success in upper-secondary mathematics courses during elementary schooling. Moreover, research suggests that students’ struggles in elementary mathematics are related to weaknesses in early number competence, a fundamental early mathematics concept (Gersten, Jordan, & Flojo, 2005; National Mathematics Advisory Panel, 2008) . Unfortunately, elementary students who lack number competence may experience diminishing mathematics achievement as they progress through school. For example, Ontario’s Education Quality and Accountability Office (EQAO) reports that mathematics scores in English-language elementary schools have experienced an eight-year steady decline, with only 63% of Grade 3 students and 50% of Grade 6 students meeting provincial standards in 2017 (EQAO, 2017) .  \nGiven that mathematics knowledge is cumulative, it is critical for young children to develop st","cbCaikJvja3H3Pk8","https://ap.wps.com/l/cbCaikJvja3H3Pk8","pdf",984377,26,"English","# Introduction\n## Purpose of the needs assessment\n## Context and rationale for early mathematics education","[{\"question\":\"What was the purpose of the Ontario early mathematics education needs assessment?\",\"answer\":\"The assessment aimed to document the current state of early mathematics education in the province and identify potential gaps between current and desired practices.\"},{\"question\":\"Who participated in the online survey and how many responses were collected?\",\"answer\":\"Early childhood educators, kindergarten teachers, and Grade 1 teachers participated via an online survey, yielding 130 educator responses.\"},{\"question\":\"What did educators’ responses reveal about early mathematics education?\",\"answer\":\"Educators’ reports on early mathematics knowledge, beliefs, and pedagogy revealed four critical areas that need to be addressed to improve the quality of early mathematics education.\"}]","Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs, and Pedagogy | PDF",1792081815,66]