Teacher-child Interaction In Kindergarten Mathematical Class

The purpose of the study was to explore teacher-child interaction in kindergarten mathematical classes, and related teachers' belief and practice. Both qualitative and quantity research methods are used in the study. Two teachers were selected from two kindergartens as two cases: J and W. The data were collected by interviews and observations in a period of four months from Sep. 2004 to Jan. 2005. The process of research mainly followed three paths: (1) From the teacher's perspective, what was teacher' belief on the teacher-child interaction in mathematical classes. The data were collected by interviews. (2) From the author's perspective, what was teachers' behavior in mathematical classes. The data were collected by observations. (3) From the author's perspective, how was the teachers' belief consistent with their education practice? If it was not consistent, how did the teacher explain?The results indicated that the two teachers' education belief on teacher-child interaction was influenced by early childhood education theory, policy and their own education practice. A substantial part of the teachers' belief was consistent with the theory in early childhood math's education. Case J applied teacher directed teaching style, while case W applied child-centered teaching style. Although education belief affects the practice, the teacher's belief seemed better than their practice to benefit children's development.There are six recommendations for math education for young children: (1) teachers should treat children impartially; (2) to establish a standard for teacher-child interaction;(3) provide support for children with different level of number concept and provide rich manipulation experience; (4)individualized education should be emphasized; (5) teachers should try to understand children and encourage children' autonomy; (6) teachers should reflect on the practice.