Providing high-quality mathematics instruction is vital for children because early mathematics skills are a strong predictor of later academic success. Unfortunately, not all early childhood preservice teachers (PSTs) have positive attitudes toward mathematics and, as a group, report one of the highest levels of mathematics anxiety (Bates, A. B., Latham, N. I., and Kim, J. A. (2013). Do I have to teach math? Early childhood preservice teachers' fears of teaching mathematics. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5. www.k-12prep.mathematics.ttu.edu; Beilock, S. L., and Maloney, E. A. (2015). Math anxiety: A factor in math achievement not to be ignored. Policy Insights from the Behavioral and Brain Sciences, 2(1), 4–12. 10.1177/2372732215601438). Nonetheless, very few studies have looked at early childhood mathematics teachers as a group with specific knowledge, skills, and beliefs (Parks and Wager, Journal of Early Childhood Teacher Education 36:124–141, 2015). This study investigated associations among teacher characteristics (e.g., age, educational level), mathematics anxiety, beliefs, pedagogy, and attitudes toward mathematics. Significant differences were found in teachers’ mathematics anxiety by PSTs’ age but not level of education. The level of education was able to predict PSTs reform-based beliefs and positive attitudes toward mathematics. In light of these findings, it is essential to support both positive attitudes and inquiry-based instructional methods in PSTs to encourage the development of teachers who are confident and competent in teaching mathematics (Lake & Kelly, Lake and Kelly, Journal of Early Childhood Teacher Education 35:262–275, 2014).

提供高质量的数学教学对儿童至关重要，因为早期的数学技能是日后学业成功的有力预测因素。不幸的是，并非所有幼儿学前教师 (PST) 对数学都持积极态度，并且作为一个群体，他们的数学焦虑程度最高（Bates, AB、Latham, NI 和 Kim, JA (2013)。必须教数学吗？幼儿学前教师对教数学的恐惧。学校教师本科数学准备中的问题，5。www.k-12prep.mathematics.ttu.edu；Beilock, SL 和 Maloney, EA (2015) . 数学焦虑：数学成绩中不容忽视的一个因素。来自行为和脑科学的政策见解，2(1), 4–12. 10.1177/2372732215601438)。尽管如此，很少有研究将幼儿数学教师视为具有特定知识、技能和信仰的群体（Parks and Wager, Journal of Early Childhood Teacher Education 36:124–141, 2015）。这项研究调查了教师特征（例如年龄、教育水平）、数学焦虑、信仰、教学法和对数学的态度之间的关联。教师的数学焦虑随 PST 年龄的变化而存在显着差异，但受教育程度的影响却没有显着差异。教育水平能够预测 PST 基于改革的信念和对数学的积极态度。鉴于这些发现，有必要在 PST 中支持积极的态度和基于探究的教学方法，以鼓励对数学教学充满信心和能力的教师的发展（Lake & Kelly，Lake and Kelly，《幼儿教师杂志》）教育 35:262–275, 2014)。