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

这项研究旨在考察日本学龄前儿童获得数学知识的过程，因为日本学龄前儿童的自发兴趣受到高度重视。从对幼儿教师的访谈、幼儿课堂观察和对幼儿的数学评价来看，1)日本幼儿教师虽然不愿系统地教授数学，但他们在幼儿自由游戏或小组活动中非正式地评估幼儿的数学发展；2)在幼儿的集体活动中引入数学成分时，教师往往会根据幼儿的数学发展水平调整数学运算的频率或复杂程度。

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.