Investigation of preservice preschool teachers’ mathematical beliefs through action research

Early childhood mathematics education plays a critical role in shaping foundational numeracy and cognitive development. This study explores the evolution of preservice preschool teachers’ mathematical beliefs through an action research design embedded within a university-level early mathematics education course. Thirty-four second-year undergraduate students participated in the study. Beliefs were assessed using a validated scale administered both before and after the intervention. Complementary qualitative data were collected through open-ended questionnaires. Instructional methods included lectures, discussions, digital storytelling, poster development, educational games, creative drama, and interactive book reading. Findings revealed a significant improvement in participants’ mathematical beliefs and an increased awareness of diverse, student-centered teaching strategies, contributing to their professional growth and instructional confidence.