Positive and negative: an exploration of the impact of the personal dispositions of early years practitioners on their teaching mathematics to young children
This article discusses an investigation into the attitudes towards mathematics of a small group of early years practitioners who are also students on a Foundation Degree in Early Years Care and Education. It considers how these students view their own attitudes and dispositions, as well as their view of the impact of those dispositions in their professional roles supporting children’s learning. The study considers the link between subject knowledge, confidence and practitioners’ understanding of effective pedagogy for the teaching of mathematics for young children. Drawing on the findings, it makes some suggestions for consideration by those who are the trainers and educators of developing early years professionals.