A Case Study On The Relationship Between Preschool Teachers’ Mathematics Teaching Beliefs And Questioning Behavior In Mathematics Collective Teaching Activities

Under the current background of curriculum reform,preschool teachers play a critical role as the executors of the reform,as evidenced by their possession of teaching beliefs that align with the reform and their ability to implement them in practice,thus achieving high-quality education.Therefore,it is crucial to focus on the implementation of teachers’ beliefs and the factors that influence them.This study takes the implementation of preschool teachers’ mathematical teaching beliefs as the entry point and adopts a case study paradigm.Purposeful sampling was used to select three teachers with different levels of experience(novice,mature,and expert)from A preschool in S City as research subjects.Relevant data were collected through evaluation,observations,and interviews,and the relationship between teachers’ mathematical teaching beliefs and questioning behaviors during mathematics collective teaching activities was analyzed to explore the factors that affect the relationship between the two.Based on the analysis of research data,this study found that:(1)The relationship between teachers’ mathematical teaching beliefs and questioning behaviors in mathematics collective teaching activities is generally consistent,but there are also inconsistencies between the two,which are mostly situational in nature.(2)There are partial differences in the consistency between the mathematical teaching beliefs and questioning behaviors in mathematics collective teaching activities of teachers with different levels of experience.(3)The relationship between mathematical teaching beliefs and questioning behaviors in mathematics collective teaching activities is influenced by external factors(environmental support,teaching situations)and internal factors(self-development,teaching experience,belief conflicts),and these factors interact with each other to jointly affect the relationship between the two.Based on the research findings,researcher suggest that kindergartens promote the reform of systematic practice in preschools and provide display platforms and support for teachers;Teachers themselves need to enhance their awareness of reflection on teaching practice,enrich their teaching experience,and enhance their professional literacy;Relevant training institutions need to enrich the forms of training and carry out situational training,while enriching the training content and focusing on the cultivation of teachers’ diverse abilities.