Well-prepared beginning teachers of mathematics possess robust knowledge of mathematical and statistical concepts that underlie what they encounter in teaching. They engage in appropriate mathematical and statistical practices and support their students in doing the same. They can read, analyze, and discuss curriculum, assessment, and standards documents as well as students’ mathematical productions.
Effective teachers have deep understandings of the mathematics they are expected to teach and exhibit positive dispositions toward both mathematics teaching and learning. Such understandings and dispositions are particularly critical for early childhood teachers because they develop the foundation of mathematical understanding, beliefs, and attitudes among young learners that start children on their mathematical journeys. Therefore, we have a critical elaboration of this standard for the preparation of early childhood teachers of mathematics.