Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement
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Resumo
This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Virtual and Personal Learning Environments, v. 14, n. 1, p. 1-19
- Editora
- IGI Global
- Ano
- 2024 (2024-10-15)
- Idioma
- en
- Palavras-chave
- MOOCs; Preschool Teachers; Mathematics Instruction; Professional Development; Learner Engagement; Online Courses; Early Childhood Teachers; Teacher Attitudes; Attitude Change; Course Evaluation; Course Objectives; teacher beliefs; online professional learning; early childhood mathematics education; course engagement; course completion; developmental progression; mathematics education; teacher professional development
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.4018/ijvple.357305
- ISSN
- 1947-8518, 1947-8526
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
HUNT, Jessica Heather; BENTLEY, Brianna; DUARTE, Alejandra. Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement. International Journal of Virtual and Personal Learning Environments, v. 14, n. 1, p. 1-19, 2024. DOI: https://doi.org/10.4018/ijvple.357305.
APA
Hunt, J. H., Bentley, B., & Duarte, A. (2024). Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement. International Journal of Virtual and Personal Learning Environments, 14(1), 1-19. https://doi.org/10.4018/ijvple.357305
BibTeX
@article{hunt2024,
author = {Hunt, Jessica Heather and Bentley, Brianna and Duarte, Alejandra},
title = {Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement},
year = {2024},
journal = {International Journal of Virtual and Personal Learning Environments},
volume = {14},
number = {1},
pages = {1-19},
publisher = {IGI Global},
doi = {10.4018/ijvple.357305},
language = {en}
}RIS
TY - JOUR AU - Hunt, Jessica Heather AU - Bentley, Brianna AU - Duarte, Alejandra TI - Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement PY - 2024 JO - International Journal of Virtual and Personal Learning Environments VL - 14 IS - 1 SP - 1 EP - 19 DO - 10.4018/ijvple.357305 LA - en ER -
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