摘要：In the spring of 2017, an educational needs assessment of early mathematics education in Ontario was conducted using an online survey for early childhood educators, kindergarten teachers, and Grade 1 teachers. The purpose of the needs assessment was to acquire a brief account of the state of early mathematics education in the province and to identify any potential gaps between current and desired early mathematics education practices. Educators’ responses (n = 130) about their early mathematics knowledge, beliefs, and pedagogy revealed four critical areas that need to be addressed to improve the quality of early mathematics education.
