P-ISSN 1945-7502
E-ISSN 1945-7448
Vol. 13, Issue 2, 2021June 01, 2023 PDT
Stressed, Anxious, and Scared: How Early Childhood Educators Feel About Math
Stressed, Anxious, and Scared: How Early Childhood Educators Feel About Math
Articles in Vol. 13, Issue 2, 2021
Vol. 13, Issue 2, 2021
- Advancing Early STEM Identity Development: Insights Into Early Childhood Mathematics EducationAlyse C. Hachey
- Evaluating a Basic Assumption of Learning Trajectories: The Case of Early Patterning LearningArthur J. BaroodyNursel YilmazDouglas H. Clements
- Preparing Preservice Teachers to Promote Mathematical Thinking in Infants, Toddlers, and Preschoolage ChildrenJennifer GilkenJennifer LongleyRuth Guirguis
- The Mathematics Socialization Experiences of Racially and Ethnically Diverse Pre-Service Early Childhood TeachersAshley Renaire Davis
- Stressed, Anxious, and Scared: How Early Childhood Educators Feel About MathDewi Ochoa ReyesCarrie Rothstein-Fisch
- Growing Young Mathematicians: Engaging Young Learners With Mathematics Through Designing and Planting a GardenLeanna Lucero
Ochoa Reyes, D., & Rothstein-Fisch, C. (2023). Stressed, Anxious, and Scared: How Early Childhood Educators Feel About Math. Journal of Mathematics Education, 13(2), 81–93. https://doi.org/10.26711/007577152790072