PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(3) 240-252

Investigation of the Relationship Between Preschool Teachers' Perceptions of Efficacy in Mathematics Education and Their Attitudes Towards Mathematics Education

Maide Orçan Kaçan, Seda Ata, İlayda Kimzan & Mustafa Nişan

pp. 240 - 252   |  DOI: https://doi.org/10.29329/ijpe.2020.248.18   |  Manu. Number: MANU-1912-02-0002

Published online: June 05, 2020  |   Number of Views: 18  |  Number of Download: 41


Abstract

In this study, the relationship between preschool teachers' perceptions of efficacy in mathematics education they give and their attitudes towards mathematics education was investigated. The research method of the study is the relational screening model, one of the quantitative research methods. The research was carried out on 122 preschool teachers actively working in 2018-2019. Random sampling method was used to determine the sample of the study. In this research, self-report based measurement tools were used to collect data. In the analysis of the data obtained, t-test, one-way analysis of variance and correlation coefficient were used. As a result of the analyzes, it was found that teachers' perceptions of efficacy in mathematics education they gave and their attitudes towards mathematics education were generally high. It was seen that teachers' perceptions of efficacy in mathematics education did not differ according to the teachers' professional seniority and the in-service training they received. No significant relationship was found between preschool teachers' perceptions of efficacy in mathematics education they give and their attitudes towards mathematics education. These results were discussed in the light of the relevant literature, and a number of suggestions were made.

Keywords: Preschool, Mathematics, Attitude, Perception of Efficacy


How to Cite this Article?

APA 6th edition
Kacan, M.O., Ata, S., Kimzan, I. & Nisan, M. (2020). Investigation of the Relationship Between Preschool Teachers' Perceptions of Efficacy in Mathematics Education and Their Attitudes Towards Mathematics Education . International Journal of Progressive Education, 16(3), 240-252. doi: 10.29329/ijpe.2020.248.18

Harvard
Kacan, M., Ata, S., Kimzan, I. and Nisan, M. (2020). Investigation of the Relationship Between Preschool Teachers' Perceptions of Efficacy in Mathematics Education and Their Attitudes Towards Mathematics Education . International Journal of Progressive Education, 16(3), pp. 240-252.

Chicago 16th edition
Kacan, Maide Orcan, Seda Ata, Ilayda Kimzan and Mustafa Nisan (2020). "Investigation of the Relationship Between Preschool Teachers' Perceptions of Efficacy in Mathematics Education and Their Attitudes Towards Mathematics Education ". International Journal of Progressive Education 16 (3):240-252. doi:10.29329/ijpe.2020.248.18.

References
  1. Anders, Y., & Rossbach, H. G. (2015). Preschool teachers’ sensitivity to mathematics in children’s play: The influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Education, 29(3), 305-322. [Google Scholar]
  2. Anders, Y., Grosse, C., Rossbach, H. G., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24(2), 195-211. [Google Scholar]
  3. Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244. [Google Scholar]
  4. Aunola, K., Leskinen, E., & Nurmi, J. E. (2006). Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school. British Journal of Educational Psychology, 76(1), 21-40. [Google Scholar]
  5. Avcı, N., & Dere, H. (2002). Okul öncesi çocuğu ve matematik. National Science and Mathematics Education Congress Proceedings, 262-263. [Google Scholar]
  6. Aydın, S. (2009). An evaluation of the views and practices of preschool teachers regarding mathematics instruction. Master's Thesis. Karadeniz Technical University, Trabzon. [Google Scholar]
  7. Bekman, S., Aksu-Koç, A., & Erguvanlı-Taylan, E. (2012). Effectiveness of an intervention program for six year olds: a summer-school model. Turkish Journal of Psychology, 27(70),48-69 [Google Scholar]
  8. Benz, C. (2012). Maths is not dangerous: Attitudes of people working in German kindergarten about mathematics in kindergarten. European Early Childhood Education Research Journal, 20(2), 249-261. [Google Scholar]
  9. Bergqvist, T., & Lithner, J. (2012). Mathematical reasoning in teachers’ presentations. The Journal of Mathematical Behavior, 31(2), 252-269. [Google Scholar]
  10. Briley, J. S. (2012). The Relationships among Mathematics Teaching Efficacy, Mathematics Self-Efficacy, and Mathematical Beliefs for Elementary Pre-Service Teachers. Issues in the undergraduate mathematics preparation of school teachers, 5. [Google Scholar]
  11. Chen, J. Q., & McCray, J. (2014). Intentional teaching: Integrating the processes of instruction and construction to promote quality early mathematics education. In Early Mathematics Learning (pp. 257-274)., New York, NY: Springer [Google Scholar]
  12. Chen, J. Q., McCray, J., Adams, M., & Leow, C. (2014). A survey study of early childhood teachers’ beliefs and confidence about teaching early math. Early Childhood Education Journal, 42(6), 367-377. [Google Scholar]
  13. Clements, D. H., Sarama, J., & DiBiase, A. M. (2003). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates Inc. [Google Scholar]
  14. Clements, D. H., & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American educational research journal, 45(2), 443-494. [Google Scholar]
  15. Cooke, B. D., & Buchholz, D. (2005). Mathematical communication in the classroom: A teacher makes a difference. Early Childhood Education Journal, 32(6), 365-369. [Google Scholar]
  16. Copley, J. V. (2004). The early childhood collaborative: A professional development model to communicate and implement the standards. Engaging young children in mathematics: Standards for early childhood mathematics education, 401-414. [Google Scholar]
  17. Çelik, M. (2017a). Pre-school teachers' self-efficacy related to early maths education. International Journal of Turkish Educational Sciences, 2017(8), 240-247. [Google Scholar]
  18. Çelik, M. (2017b). Preschool teachers' level of attitudes toward early mathematics education. Inonu University Journal of the Faculty of Education (INUJFE), 18(1). [Google Scholar]
  19. Demirtaş, H., Cömert, M., & Özer, N. (2011). Pre-service teachers’ self-efficacy beliefs and attitudes towards profession. Eğitim ve Bilim, 36(159). [Google Scholar]
  20. Denny, J.H. (2009). The relationship between preschool teachers’ beliefs about school readiness and classroom practice in tennessee child care programs. PhD Thesis, University of Tennessee.  https://trace.tennessee.edu/utk_graddiss/32 [Google Scholar]
  21. Dornheim, D. (2008). Prädiktion von Rechenleistung und Rechenschwäche: der Beitrag von Zahlen-Vorwissen und allgemein-kognitiven Fähigkeiten. Berlin: Logos Verlag Berlin GmbH. [Google Scholar]
  22. Doverborg, E., & Pramling Samuelsson, I. (2009). Grundläggande matematik. In S. Sheridan, I. Pramling Samuelsson., & E. Johansson (Ed.), Barns tidiga lärande. En tvärsnittsstudie om förskolan som miljö för barns lärande (pp, 125-150)., Sweden: University of Borås Press [Google Scholar]
  23. Dowker, A. (2005). Early identification and intervention for students with mathematics difficulties. Journal of learning disabilities, 38(4), 324-332. [Google Scholar]
  24. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Sexton, H. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428-1446 [Google Scholar]
  25. Erdoğan, S. ve Baran, G. (2003). Mathematics in the Early Childhood Period. Education and Science, 28 (130), 32-40. [Google Scholar]
  26. Franke, M. L., & Kazemi, E. (2001). Learning to teach mathematics: Focus on student thinking. Theory into practice, 40(2), 102-109. [Google Scholar]
  27. Fuson, K. C., Clements, D. H., & Sarama, J. (2015). Making early math education work for all children. Phi Delta Kappan, 97(3), 63-68. [Google Scholar]
  28. Ginsburg, H. P., Kaplan, R. G., Cannon, J., Cordero, M. I., Eisenband, J. G., Galanter, M., & Morgenlander, M. (2006). Helping early childhood educators to teach mathematics. In M. Zaslow & I. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 171- 202). Baltimore, MD: Brookes Publishing [Google Scholar]
  29. Grüßing, M., & Peter-Koop, A. (2008). Effekte vorschulischer mathematischer Förderung am Ende des ersten Schuljahres: Erste Befunde einer Längsschnittstudie. Zeitschrift für Grundschulforschung, 1(1), 65-82. [Google Scholar]
  30. Hare, A. Y. M. (1999). Revealing what urban early childhood teachers think about mathematics and how they teach it: Implications for practice. PhD Thesis, University of North Texas.  [Google Scholar]
  31. Karasar, N. (2014). Bilimsel araştırma yöntemleri: kavramlar, teknikler ve ilkeler (27. Edition). Ankara: Nobel Publisher [Google Scholar]
  32. Kilpatrick, J. (2001). Understanding mathematical literacy: The contribution of research. Educational studies in mathematics, 47(1), 101-116. [Google Scholar]
  33. Krajewski, K., & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and instruction, 19(6), 513-526. [Google Scholar]
  34. Laine, A., Näveri, L., Pehkonen, E., Ahtee, M., & Hannula, M. S. (2017). Connections of primary teachers’ actions and pupils’ solutions to an open problem. International Journal of Science and Mathematics Education, 16(5), 967-983. https://doi.org/10.1007/s10763-017-9809-3. [Google Scholar] [Crossref] 
  35. Lee, J. (2005). Correlations between kindergarten teachers’ attitudes toward mathematics and teaching practice. Journal of Early Childhood Teacher Education, 25(2), 173-184. [Google Scholar]
  36. Lee, J. (2010). Exploring kindergarten teachers’ pedagogical content knowledge of mathematics. International Journal of Early Childhood, 42(1), 27-41. [Google Scholar]
  37. Lee, J. S., & Ginsburg, H. P. (2007). What is appropriate mathematics education for four-year-olds? Pre-kindergarten teachers' beliefs. Journal of early childhood research, 5(1), 2-31. [Google Scholar]
  38. Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers' misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37-45. [Google Scholar]
  39. Lerkkanen, M. K., Kiuru, N., Pakarinen, E., Viljaranta, J., Poikkeus, A. M., Rasku-Puttonen, H., ... & Nurmi, J. E. (2012). The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten. Contemporary Educational Psychology, 37(4), 266-279. [Google Scholar]
  40. Lester, F. K., & Cai, J. (2016). Can mathematical problem solving be taught? Preliminary answers from 30 years of research. In Posing and solving mathematical problems (pp. 117-135). Cham: Springer Publishing [Google Scholar]
  41. Liljedahl, P. (2016). Building thinking classrooms: Conditions for problem-solving. In Posing and Solving Mathematical Problems(pp. 361-386). Cham: Springer Publishing [Google Scholar]
  42. Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American educational research journal, 41(1), 115-157. [Google Scholar]
  43. Ministry of National Education. (MNE), (2013). Okul öncesi eğitim programı. Ankara. [Google Scholar]
  44. National Association for the Education of Young Children (NAEYC), (2010). Early Childhood Mathematics: Promoting Good Beginnings. Retrieved from https://www.naeyc.org/files/naeyc/file/positions/psmath.pdf. [Google Scholar]
  45. Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534-1553. [Google Scholar]
  46. Philippou, G. N., & Christou, C. (1998). The effects of a preparatory mathematics program in changing prospective teachers' attitudes towards mathematics. Educational studies in mathematics, 35(2), 189-206. [Google Scholar]
  47. Platas, L. M. (2008). Measuring teachers' knowledge of early mathematical development and their beliefs about mathematics teaching and learning in the preschool classroom. PhD Thesis, University of California, Berkeley. [Google Scholar]
  48. Polly, D. (2008). Modeling the influence of calculator use and teacher effects on first grade students’ mathematics achievement. Journal of Computers in Mathematics and Science Teaching, 27(3), 245-263. [Google Scholar]
  49. Ramazan, O., Çiftçi, H. A., & Tezel, M. (2018). The determination of conditions of learning centers in preschool classrooms and the analysis of teachers’ views on learning centers. Journal of Early Childhood Studies, 2(2), 213-233. [Google Scholar]
  50. Rudd, L. C., Lambert, M. C., Satterwhite, M., & Smith, C. H. (2009). Professional development+ coaching= enhanced teaching: Increasing usage of math mediated language in preschool classrooms. Early childhood education journal, 37(1), 63-69. [Google Scholar]
  51. Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge. [Google Scholar]
  52. Schoenfeld, A. H. (1998). On modeling teaching. Issues in education (Greenwich, Conn.), 4(1), 149-162. [Google Scholar]
  53. Sheridan, S., Williams, P., Sandberg, A., & Vuorinen, T. (2011). Preschool teaching in Sweden–a profession in change. Educational Research, 53(4), 415-437. [Google Scholar]
  54. Smith, M. B. (1968). Attitude change. In International Encyclopedia of The Social Sciences, (pp. 458-467). Crowell Collier and Mac Millan Inc. [Google Scholar]
  55. Smith, M. S. (2000). Redefining success in mathematics teaching and learning. Mathematics Teaching in the Middle School, 5(6), 378. [Google Scholar]
  56. Sonnenschein, S., & Galindo, C. (2015). Race/ethnicity and early mathematics skills: Relations between home, classroom, and mathematics achievement. The Journal of Educational Research, 108(4), 261-277. [Google Scholar]
  57. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2004). The effective provision of pre-school education (EPPE) project technical paper 12: The final report-effective pre-school education. [Google Scholar]
  58. Şahin, A. E. (2004). Meslek ve Öğretmenlik. (Edit: V. Sönmez). In Öğretmenlik Mesleğine Giriş. Ankara: Anı Publishing [Google Scholar]
  59. Şahin, B. (2013). Teacher candidates’ metapforic perceptions related with “mathematics teacher”, “mathematics”and “math lesson” concepts. Mersin University Journal of the Faculty of Education, 9(1), 313-321. [Google Scholar]
  60. Thiel, O. (2010). Teachers’ attitudes towards mathematics in early childhood education. European Early Childhood Education Research Journal, 18(1), 105-115. [Google Scholar]
  61. Todd Brown, E. (2005). The influence of teachers’ efficacy and beliefs regarding mathematics instruction in the early childhood classroom. Journal of Early Childhood Teacher Education, 26(3), 239-257. [Google Scholar]
  62. Todd Brown, E., Molfese, V. J., & Molfese, P. (2008). Preschool student learning in literacy and mathematics: Impact of teacher experience, qualifications, and beliefs on an at-risk sample. Journal of Education for Students Placed at Risk, 13(1), 106-126. [Google Scholar]
  63. Tokgöz, B. (2006). The attitudes of preschool teachers about early methematics education and their point of view concerningto their efficacies. Master’s thesis, Gazi University, Ankara. [Google Scholar]
  64. Uyanık, Ö., & Kandır, A. (2010). Okul öncesi dönemde erken akademik beceriler. Kuramsal Eğitimbilim Dergisi, 3(2), 118-134. [Google Scholar]
  65. Varol, F., & Farran, D. C. (2006). Early mathematical growth: How to support young children’s mathematical development. Early Childhood Education Journal, 33(6), 381-387. [Google Scholar]
  66. Varış, F. (1988). Eğitimde program geliştirme: Teori ve teknikler. Ankara: A.U. Faculty of Educational Sciences Publications. [Google Scholar]
  67. Yıldırım, A., Özgürlük, B., Parlak, B., Gönen, E., & Polat, M. (2016). TIMSS 2015 ulusal matematik ve fen bilimleri ön raporu 4. ve 8. sınıflar. MNE: Assessment and General Directorate of Examination Services. [Google Scholar]
  68. Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M. R., Espinosa, L. M., Gormley, W. T., ... & Zaslow, M. J. (2013). Investing in our future: The evidence base on preschool education. Society for Research in Child Development, Washington, D.C [Google Scholar]
  69. Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In Development of achievement motivation (pp. 91-120). Academic Press. [Google Scholar]