Investigation of Pre-School Teachers' Beliefs about Mathematics Education in Terms of Their Experience and Structure of Their Education

Autor/inn/en	Karatas, Ilhan; Guven, Bulent; Öztürk, Yasin; Arslan, Selahattin; Gürsöy, Kadir
Titel	Investigation of Pre-School Teachers' Beliefs about Mathematics Education in Terms of Their Experience and Structure of Their Education
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 13 (2017) 3, S.673-689 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Preschool Teachers; Teacher Attitudes; Beliefs; Mathematics Instruction; Mathematics Education; Statistical Analysis; Mathematics Activities; Teaching Experience; Mathematics Teachers; Foreign Countries; Teacher Role; Mathematics Skills; Thinking Skills; Preschool Education; Mathematical Concepts; Early Childhood Education; Mathematics Curriculum; Preschool Children; Likert Scales; Turkey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Belief; Glaube; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Statistische Analyse; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Lehrerrolle; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Denkfähigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Likert-Skala; Türkei
Abstract	The aim of this study was to determine pre-school teachers' beliefs about teaching mathematics to young learners. In this context, we compared preschool teachers' beliefs with mathematical learning, talent-development-age appropriateness for mathematical learning, the nature of mathematics, the curriculum, teacher efficacy, and the teacher's role by taking into account the preschool teachers' graduation programs and their experiences. Data was collected from 139 pre-school teachers. The teachers were selected based on their teaching experiences and their graduation programs. A 32-item Likert-type "Belief Scale towards Mathematics Learning and Teaching" was used to determine their views about teaching, and the nature of the pre-school mathematics teachers learning mathematics. The results of an ANOVA test to determine whether there was a statistically significant difference between the score averages the of their beliefs and teaching practice time and graduated program, revealed a significant difference among pre-school teachers about mathematics and the role of teachers on teaching. Furthermore, the test revealed that the more experienced teachers have a better understating of the curriculum and the children and indicated a positive change in their opinions in the scale's related section. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01