Preschool Educators’ Emotional Directions Towards Mathematics

Sumpter, Lovisa

doi:10.1007/s10763-019-10015-2

Cited by 15 publications

(8 citation statements)

References 35 publications

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“…The few studies available revealed that, for pre- and in-service EC teachers, the majority holds positive attitudes about mathematics and believes that mathematics is a valuable domain (Benz, 2012; Thiel, 2010). This is also consistent with the finding that the majority of EC teachers experience pleasant feelings, such as enjoyment, during mathematical activities (Sumpter, 2019).…”

Section: Concept Of Achievement Emotions and Teacher Emotionssupporting

confidence: 91%

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Jenßen¹,

Eid²,

Szczesny³

et al. 2021

Journal of Educational Psychology

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The present study investigated the development of n = 129 early childhood teachers' mathematics content knowledge, mathematics pedagogical content knowledge, mathematics anxiety, and enjoyment of mathematics over 4 years from teacher training to practice. Latent autoregressive models with crosslagged effects were applied. Scalar measurement invariance of the model also allowed analyses of intraindividual change of knowledge and emotions. Results indicate a decline of mathematics anxiety, an increase of enjoyment and mathematics content knowledge and mathematics pedagogical content knowledge, and medium (emotions) to strong (knowledge) autoregressive but limited cross-lagged effects. No cross-lagged effects between emotions and knowledge over time were found. All but one of the correlations at training disappeared during transition to practice. Theoretically assumed differences between early childhood teachers' knowledge and emotions in teacher training and practice are discussed in light of the results. The transition seems to be more challenging on an emotional level than on a cognitive level. Implications for early childhood teachers' training are given-for example, that pleasant emotional experiences have to be made visible during training. Educational Impact and Implications StatementThe study gives insight in the development of early childhood teachers' knowledge and emotions in mathematics from training to practice. The study is based both on theories on achievement emotions and on theories on teacher emotions. Based on the findings, implications for early childhood teacher training can be discussed-for example, making emotional facets of mathematics visible or connecting content knowledge with pedagogical content knowledge.

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Section: Concept Of Achievement Emotions and Teacher Emotionssupporting

confidence: 91%

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Jenßen¹,

Eid²,

Szczesny³

et al. 2021

Journal of Educational Psychology

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“…Although studies in the relevant literature reported that pre-school teachers' seniority affected their attitudes towards mathematics and mathematics teaching, this significance varied in different samples. Some studies concluded that pre-school teachers' attitudes improved as their seniority increased (Sumpter, 2020). However, some studies reported decreases in teacher attitudes when teachers had higher seniority (Çelik, 2017a).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…In some groups, as seniority increased, attitude levels decreased (Çelik, 2017a) while, on the contrary, attitudes increased with time and experience in some groups (Sumpter, 2020;Thiel, 2010). In addition, in-service training/courses/seminars regarding mathematics positively affected teachers' attitudes (Karataş et al, 2017;Markovits & Forgasz, 2017;Sumpter, 2020). In summary, the research results in Turkey revealed that age and experience differ significantly from the results of the international research.…”

Section: Variables Affecting Mpck Atm and Atmtmentioning

confidence: 91%

“…In some groups, the attitudes of teachers with a seniority of 6-10 years were higher (Tokgöz, 2006). In some groups, as seniority increased, attitude levels decreased (Çelik, 2017a) while, on the contrary, attitudes increased with time and experience in some groups (Sumpter, 2020;Thiel, 2010). In addition, in-service training/courses/seminars regarding mathematics positively affected teachers' attitudes (Karataş et al, 2017;Markovits & Forgasz, 2017;Sumpter, 2020).…”

Section: Variables Affecting Mpck Atm and Atmtmentioning

confidence: 99%

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Pre-school Teachers' Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching

TAŞKIN¹,

Sezer²

2022

IJPES

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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 knowledge of mathematical pedagogical content were below average in some content areas (counting) and above average in some content areas (pattern, order, shape, spatial dimensions and comparison, and total score). Second, although the age of the teachers did not affect the levels of ATM and ATMT, on the contrary, it didaffect the levels of MPCK. Third, the seniority variable was found to affect ATM and MPCK levels but did not affect ATM. Finally, low positive correlations were found between the levels of MPCK, ATM, and ATMT. These research findings were discussed in light of the relevant literature and suggestions were made.

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“…Although there are a number of recent studies relating to preschool educators' pedagogical knowledge, perceptions, attitudes, perspectives, and awareness of teaching mathematics in the international literature (Gasteiger et al 2020;Björklund et al, 2020;Sumpter, 2020), no studies have been conducted in Turkey (Ata-Akaturk & Demircan 2021;Yildirim 2021;Karademir, et al, 2020) in this area. Signi cantly, Turkey has considerably low mathematics outcomes in national exams, including the high school exam (LGS), the university entrance exam (TYT-AYT), and in international tests such as the PISA and PIRLS.…”

Section: Introductionmentioning

confidence: 99%

Mathematics in Early Childhood Education: Awareness, Perspectives, Knowledge

DEMIR

2022

Preprint

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This qualitative study investigates the awareness of preschool teachers regarding the importance of mathematics education. The study also examines their knowledge and perspectives on an effective early years math curriculum and pedagogy using a qualitative case study approach. The study sample included 27 teachers at preschools located in the southeast region of Turkey. Semi-structured interviews were conducted to obtain the required data. The interviews were audio-recorded and subsequently transcribed into full text in Turkish, with selected quotes being translated into English. The collated data were analyzed using an emergent coding approach. The teachers believed that providing a solid mathematical foundation in early childhood increases students’ engagement in future mathematics courses. However, in the absence of a formal early years mathematics curriculum, the findings indicate that early years teachers require pedagogical knowledge and a relevant curriculum to teach young children mathematics. This is necessary for the development of children's mathematical thinking and to broaden children’s understanding as to how they can improve their strategies for using math knowledge to solve problems.

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Preschool Educators’ Emotional Directions Towards Mathematics

Cited by 15 publications

References 35 publications

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice.

Pre-school Teachers' Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching

Mathematics in Early Childhood Education: Awareness, Perspectives, Knowledge

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