Preschool teacher's beliefs about young children's mathematical development and the effect of their facilitative support

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This study aimed at examining the process of young children's acquisition of mathematical knowledge in Japanese preschools where children's spontaneous interests are highly valued. From the interview with preschool teachers, preschool classroom observations, and math assessment of children, it was suggested that, 1) although Japanese preschool teachers are reluctant to teach mathematics systematically, they informally assess children's mathematical development during children's free play or group activities, and 2) when the mathematical components are introduced in the group activities, the teachers often adjust the frequency or complexity of mathematical operation according to the children's level of mathematical development.