Examination of the Relationship between the Preschool Teachers’ Attitudes towards Mathematics and the Mathematical Development in 6-Year-Old Preschool Children (original) (raw)
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Preschool age includes the years when all developmental areas of the child are in a rapid change and progress. Children's learning experiences in this period develop a basis for the skills they will acquire in later years (Kıran, 2008). The required educational experiences that would allow preschool children to acquire certain behavioral patterns and support their development are developed by parents at home and by teachers in preschool education institutions. The development of children who could not benefit from these educational experiences is usually slow and children are destined to carry the traces of this negative condition throughout their lives (Aral et al., 2000). Furthermore, preschool education improves the development of the emotions and perception of the children. It helps the child in reasoning and causality processes. It helps the society to assimilate cultural values by educating the child in a social environment based on general cultural values (Şahin, 2004). Thus, the aim of the present study was to analyze mathematics achievement of children with and without preschool education and their attitudes towards mathematics based on the views of 1st grade teachers. The interview technique, a qualitative research method, was used in the present study. The study population included 1st grade primary school teachers employed in Ministry of National Education primary schools in Diyarbakır province, Turkey during the 2018-2019 academic year. The study sample included 82 randomly selected classroom teachers from the above-mentioned population. A semi-structured interview form developed by the authors was used to collect the study data. The data collection instrument included six open-ended questions. Content analysis was used to analyze the data collected in the study. The data collected in the interviews were categorized via coding for use in content analysis. The data were classified under these categories and the responses of the teachers to the interview questions were reviewed in detail, and similar answers were included in the same category. The expressions in teacher statements were categorized into themes. Furthermore, the collected data are presented with direct quotes. The study findings demonstrated that the students with preschool education had higher mathematics achievement and their attitudes towards mathematics course were more positive when compared to the students without preschool education. Furthermore, since preschool students' readiness, self-confidence, cognitive, psychomotor and language development skills were more advanced when compared to other students in the 1st grade mathematics course, it was observed that they were more interested and willing to answer questions, solve problems and produce creative solutions.
As in many countries, early childhood teachers introduce mathematics content in kindergartens in Turkey. Therefore, early childhood teachers should master a certain level of mathematics knowledge and are offered a mathematics methods course in faculties of education. Teacher training programs are also expected to improve early childhood preservice teachers (PSTs) attitudes towards mathematics (ATM). In this context, it seems important to investigate whether and how much early childhood PSTs' attitude towards mathematics changed throughout their university lives. Our study was conducted with a sampling of 43 participants studying at a state university in the north of Turkey, in the Black Sea Region. The data was collected from early childhood PSTs using the same attitude scale in their 1st and 3rd years of study. The quantitative analysis of the data in SPSS 22 using t-test for paired samples demonstrated that the early childhood PSTs' attitudes towards mathematics have improved from the 1st to the 3rd year. In our sampling, one-way ANOVA and t-test for independent samples revealed that the ATM of the early childhood PSTs were not associated with variables such as gender, the type of completed high school, total family income, and parents' level of education. Based on the findings, it was concluded that the mathematics methods course offered to early childhood PSTs in their 2nd year might be effective in improving the attitudes towards mathematics.
Procedia - Social and Behavioral Sciences, 2009
In this research, to reveal the attitudes of the preschool teacher candidates about early mathematics education, to get their suggestions and opinions about this issue is aimed. 150 third and fourth grade teacher candidates receiving education in the Department of Early Childhood Education of the universities in Ankara Province comprise teacher candidates in the study group of this research. The data of this research is gathered by applying 'Okulöncesi Ö retmenlerinin Erken Matematik E itimine li kin Tutumlarını Belirleme Aracı (The Identification Tool for the Preschool Teacher Candidates' Attitudes about Early Mathematics Education)' developed by Tokgoz(2006)with the aim of revealing the attitudes of the teacher candidates in the fall semester in 2008-2009 and for the demographical data by applying 'Kisisel Bilgi Formu(Personal Information Form)'. 'Okulöncesi Ö retmenlerinin Erken Matematik E itimine li kin Tutumlarını Belirleme Aracı (The Identification Tool for the Preschool Teacher Candidates' Attitudes about Early Mathematics Education)' developed by Tokgoz(2006)is a 22-point likert type of scale used for setting preschool teacher candidates' attitudes about early mathematics education. As a result of factor analysis carried out for this research, 18 points are used by eliminating 4 points. The data collected in'Okulöncesi Ö retmenlerinin Erken Matematik E itimine li kin Tutumlarını Belirleme Aracı (The Identification Tool for the Preschool Teacher Candidates' Attitudes about Early Mathematics Education)' developed by Tokgoz(2006)will be analyzed in Spss 15 packaged software. By converting the conversations which will be interviewed with the teachers into data texts, content analysis has been carried out on these texts. In consequence of the performed statistical processes, it is determined that the attitudes of the preschool teacher candidates about early mathematics education do not change according to their graduation field in high school, and meaningfully differentiated according to the grade in which they are undergoing education.
A Longitudinal Study of the Attitudes of Early Childhood Preservice Teachers towards Mathematics
International journal of psychology and educational studies, 2016
As in many countries, early childhood teachers introduce mathematics content in kindergartens in Turkey. Therefore, early childhood teachers should master a certain level of mathematics knowledge and are offered a mathematics methods course in faculties of education. Teacher training programs are also expected to improve early childhood preservice teachers (PSTs) attitudes towards mathematics (ATM). In this context, it seems important to investigate whether and how much early childhood PSTs' attitude towards mathematics changed throughout their university lives. Our study was conducted with a sampling of 43 participants studying at a state university in the north of Turkey, in the Black Sea Region. The data was collected from early childhood PSTs using the same attitude scale in their 1st and 3rd years of study. The quantitative analysis of the data in SPSS 22 using t-test for paired samples demonstrated that the early childhood PSTs' attitudes towards mathematics have improved from the 1st to the 3rd year. In our sampling, one-way ANOVA and t-test for independent samples revealed that the ATM of the early childhood PSTs were not associated with variables such as gender, the type of completed high school, total family income, and parents' level of education. Based on the findings, it was concluded that the mathematics methods course offered to early childhood PSTs in their 2nd year might be effective in improving the attitudes towards mathematics.
International Journal of Psychology and Educational Studies
This study was carried out to examine the relationship between preschool teachers' mathematical pedagogical content knowledge (MPCK), their attitudes towards mathematics (ATM), and their attitudes towards mathematics teaching (ATMT). The research method was designed according to the relational survey model, one of the quantitative research methods. The study group consisted of 365 pre-school teachers working in pre-school educational institutions affiliated with the Ministry of National Education. The research data were obtained using the "General Information Form", "Knowledge Scale of Pedagogical Content in Preschool Mathematics" and "Scale of Attitudes for the Teaching of Mathematics". The obtained data were analyzed using the SPSS 22 package program. Firstly, as a result of the research, it was found that the ATM and ATMT levels of the teachers participating in the research were above average. In addition, findings showed that the levels of knowl...
Research in Pedagogy, 2021
This study attempts to identify preschool teachers' pedagogical content knowledge levels in mathematics and to examine its effect on preschool children's mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66 months old and a total of 150 teachers. The study employed three data collection tools: with the 'Preschool Teachers' Pedagogical Content Knowledge Scale regarding Mathematics' and the 'Mathematics Liking Scale for Children' developed by the researchers; 'Early Mathematics Ability Test' to determine children's mathematics ability. The data were analysed using IBM's SPSS 22 statistical package. The correlation analysis results suggested that there were no significant relationships between teachers' pedagogical content knowledge in mathematics, children's mathematics ability, and their liking ...
Creative Education, 2015
This research has been performed for examination of affect on belief and self efficacy of preschool teachers about mathematics education on the math skills of 48-60 months old children. Three separate data collection tools were used in the study. The study population is 48-60 months children who attend to an independent National Education Ministry nursery school of Ankara Province, Cankaya Town in 2012-2013 education year. The study aimed to reach all of the population. In the research, "The General Information Form", "The Belief Survey", "TEMA-3 Early Mathematics Ability Test" and "The Self-Efficacy of Scale PreSchool Teachers for Mathematics Education" were used in order to get information about children and their families. "Beliefs Survey", was developed by Platas (2008) and adapted by Şeker (2013), "TEMA 3 Test of Early Mathematics Ability", developed by Ginsburg and Barody and adapted by Şeker in 2013 and "Self-efficacy Scale of Preschool Teachers towards Mathematics Education" which developed by Şeker (2013), were used in the study. It was determined that the level of the self-efficacy of the preschool teachers was high in both dimensions in the study. The total point of the teachers from the Beliefs Survey has a positive and high-level relationship with the appropriate age, occupational development and teacher sub-dimensions in mathematics education. However, the total point is in a negative and high-level relationship (−0.918) with teacher points in terms of focus of knowledge. After the analysis of math skills of 48-60 months children, it was determined that respectively the level of teachers' beliefs were significantly predicted by age ranges of children, mothers' education level, previously attend preschool education institution status, gender, father's education level, teachers' level of P. T. Şeker, F. Alisinanoğlu 406 education, teachers working period in the institution and mothers' working status for the math skills of children.
2007
The questions this paper attempts to answer are related to the attitudes of student teachers of the Department of Early Childhood Education at the University of Patras (Greece) towards mathematics, as well as their views on the instruction of mathematics in Early Childhood Education. The research sample included 52 students in the fourth semester of studies, who were invited to answer a questionnaire with respect to mathematics and its instruction.
Teachers' knowledge of children's mathematical development
Journal of Education and Learning (EduLearn), 2020
This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers' responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
Pre-primary Teachers' Perception on Mathematics for the Children of Year 5-6
2016
The perception of teachers plays a significant role in teaching children. Teachers’ beliefs are really crucial for any mathematics education. It can also affect teaching and learning (Ernest, 1989; Fang, 1996). At the same time, children who start off with better mathematical understanding often become more competent in math than their peers (Aunola, Leskinen, Lerkkanen, & Nurmi, 2004). So it is imperative that children learn early math in their pre-primary grade. To accomplish that effectively, the knowledge on the perception and practice of the pre-primary teachers regarding teaching early math is vital. The pivotal point of this research is the perception and practice regarding early math of the pre-primary teachers. So through this research, it has been attempted to explore the perception of the pre-primary teachers on mathematics and to identify the current practices of teachers during teaching mathematics. Qualitative approach with purposive sampling technique has been used to carry out this research with GO & NGO pre-primary teachers at urban and semi-urban areas. Primary data for this research have been collected through observation, FGD and IDI. Two classrooms, one at GO school and one at NGO run school were observed, two FGDs were administered, one with six GO pre-primary teachers and one with six NGO pre-primary teachers. Six IDIs with GO teachers and six IDIs with NGO teachers were done as well. The questionnaire was pretested before the actual research. The findings of this research reveal that although most of the teachers believe that early math should be included in pre-primary, they fail to reason behind its inclusion. Some of ix | page them casually think that children may get some elementary idea about math especially related to counting and numbers at this age but they fail to back it up with reason. At the same time, pre-primary teachers both GO and NGO lack a great deal of conceptual understanding on early math. They practice the activities suggested in the Government TG without understanding whether the activities are related to math or not. It is also evident that teachers perceive literacy more important than early math while both literacy and early mathematics demand equal treatment and priority. Almost all the teachers informed that they have never seen the curriculum of the pre-primary let alone the portion on early math in the curriculum. This clearly shows that they lack the knowledge on curriculum which means they also lack the knowledge on the principles of the development of child development as well as the objectives of the pre-primary education including early math as these are well documented in the curriculum. Most of the teachers find mathematical operations like addition and subtraction difficult to teach. At the same time, they informed about the lack of resources and materials while some of the NGO teachers stated about space problems in the classroom which hinder the activities given in the TG. Analyzing the facts, this research makes some recommendations. First, Government 15 day training should be revised and redesigned. It should include some activities through which clear conceptual understanding on mathematics can be developed among the teachers so that the teachers can understand how the concept of early math influence the later achievement in mathematics of the children. As a result, they will be able to contribute to the development of mathematical concepts among the children. Apart from x | page the 15 day training, more effective early childhood teacher preparation needs to be created along with continuous professional development. Adequate materials should be provided by the school authority or the NGO. Further study can be undertaken to make an enquiry on teachers’ knowledge on math, teaching styles or strategies they employ to enhance the mathematical abilities of the children.