### Investigation of Prospective Preschool Teachers’ Beliefs about Mathematics Teaching and Learning

#### Abstract

Preschool teachers' beliefs about mathematics are crucial for qualified mathematical learning environments because children need to develop mathematical concepts based on their level of mathematical knowledge. Therefore**, **the purpose of this research is to determine prospective preschool teachers' beliefs about mathematics teaching and learning and to examine the effect of different variables on these beliefs. This research involved 884 prospective preschool teachers as the research sample at three state universities in Turkey. A belief Scale on mathematics teaching and learning was used as a data collection tool. The results showed that prospective teachers had positive beliefs about mathematics teaching. Moreover, there was a significant difference on prospective teachers’ beliefs in accordance with grade levels. On the other hand, according to the type of prospective teachers’ high school graduation, there was a significant difference in favor of prospective teachers who graduated from vocational high schools in the “mathematical learning” and “nature of mathematics” sub-scales of the scale.

#### Keywords

#### Full Text:

PDF#### References

Ambrose, R. (2004). Initiating change in prospective elementary school teachers’ orientations to mathematics teaching by building on beliefs. Journal of Mathematics Teacher Education, 7, 91-119.

Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary school teachers' beliefs about mathematics and mathematics learning: rationale and development of a constructed-response-format beliefs survey. School Science and Mathematics, 104(2), 56-69.

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, doi: 10.1080/02568543.2015.1040564

Baki, A., & Hacısalihoğlu-Karadeniz, M. (2013). Okul öncesi eğitim programının matematik uygulama sürecinden yansımalar [Reflections from in-class mathematics applications in pre-school educational curriculum]. Kastamonu Eğitim Dergisi, 21(2), 619-636.

Barkatsas, A., & Malone, J. (2005). A typology of mathematics teachers beliefs about teaching and learning mathematics and instructional practices. Mathematics Education Research Journal, 17(2), 69-90.

Cady, J., Meier, S. L., & Lubinski, C. A. (2006). Developing mathematics teachers: The transition from preservice to experienced teacher. Journal of Educational Research, 99(5), 295-305. doi:10.3200/JOER.99.5.295-306

Cady, J. A., & Rearden, K. (2007). Pre-service teachers’ beliefs about knowledge, mathematics, and science. School Science and Mathematics, 107(6), 237-245. doi:10.1111/j.1949-8594.2007.tb18285.x

Carter, G., & Norwood, K. S. (1997). The relationship between teacher and student beliefs about mathematics. School Science and Mathematics, 97(2), 62-66.

Chai, S. C., Teo, T. & Lee, C. B. (2009). The change in epistemological beliefs and beliefs about teaching and learning: a study among pre-service teachers. Asia-Pacific Journal of Teacher Education, 37(4), 351-362.

Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). London: Routledge Falmer.

Dede, Y., & Karakuş, F. (2014). Matematik öğretmeni adaylarının matematiğe yönelik inançları üzerinde öğretmen eğitimi programlarının etkisi [The effect of teacher training programs on pre-service mathematics teachers’ beliefs towards mathematics].

Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory & Practice], 14(2), 791-813.

Duru, A., & Göl, R. (2016). Öğretmen adaylarının matematik, matematik öğretimi ve matematik öğrenmeye ilişkin inançları [Beliefs of prospective teachers about mathematics, mathematics teaching and mathematics learning]. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi [Adıyaman University Journal of Educational Sciences], 6(2), 255-282.

Ernest, P. (1989). The knowledge, beliefs, and attitudes of the mathematics teacher: A model. Journal of Education for Teaching, 15, 13-33.

Felbrich, A., Müller, C., & Blömeke, S. (2008). Epistemological beliefs concerning the nature of mathematics among teacher educators and teacher education students in mathematics. ZDM-The International Journal of Mathematics Education, 40(5), 763-776.

Gill, M. G., Ashton, P. T., & Algina, J. (2004). Changing pre-service teachers’ epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29, 164-185.

Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report of the Society for Research in Child Development, 22, 3–23.

Gürkan, T. (1981). Türkiye’de okul öncesi eğitim programlarının değerlendirilmesi ve geliştirilmesi [Evaluation and development of pre-school education programs in Turkey]. (Doktora Tezi).

Güven, B., Karataş, İ., Öztürk, Y., Arslan, S., & Gürsoy, K. (2013). Okul öncesi öğretmenlerinin ve öğretmen adaylarının okul öncesi matematik eğitimine ilişkin inançların belirlenmesine yönelik bir ölçek geliştirme çalışması [A study of scale development on determination of pre-service and in-service teachers’ beliefs about pre-school mathematics education]. İlköğretim Online [Elementary Education Online], 12(4), 969-980.

Güven, B., Öztürk, Y., Karataş, İ., Arslan, S. & Şahin, F. (2012). Okul öncesi öğretmenlerinin matematik öğrenme ve öğretmeye yönelik inançlarının sınıf ortamına yansımaları [Reflections of preschool teachers' beliefs about learning and teaching mathematics on the classroom environment], X. Fen Bilimleri ve Matematik Eğitimi Kongresi, 27-30 Haziran 2012, Niğde.

Karakuş, H. (2015). Okul öncesi öğretmenlerinin matematiksel gelişimine ilişkin inanışları ile çocukların matematik kavram kazanımları arasındaki ilişkinin incelenmesi [The investigation of relationship between preschool teachers’ beliefs regarding mathematical development and children’s acquisition of mathematics concepts](Yayımlanmamış Yüksek Lisans Tezi)[Unpublished master’s thesis]. Hacettepe Üniversitesi, İlköğretim Anabilim Dalı, Okul Öncesi Eğitimi Bilim Dalı, Ankara.

Karataş, İ., Güven, B., Öztürk, Y., Arslan, S., & Gürsoy, K. (2017). Investigation of pre-school teachers’ beliefs about mathematics education in terms of their experience and structure of their education. EURASIA Journal of Mathematics Science and Technology Education, 13(3), 673-689. doi:10.12973/eurasia.2017.00638a

Kayan, R., Haser, Ç., & Işıksal-Bostan, M. (2013). Matematik öğretmen adaylarının matematiğin doğası, öğretimi ve öğrenimi hakkındaki inanışları [Preservice Mathematics Teachers’ Beliefs about the Nature of Teaching and Learning Mathematics]. Eğitim ve Bilim [Education and Science], 38(167), 179-195.

Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.

Kul, Ü. (2017). Matematik ve sınıf öğretmeni adaylarının matematiğe yönelik inanışlarının incelenmesi [Analysis of pre-service mathematics and elementary school teachers’ beliefs towards mathematics]. Studies in Educational Research and Development, 1(1), 109- 131.

Lee, J. S., & Ginsburg, H. P. (2007). Preschool teachers' beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children. Early Education and Development, 18(1), 111-143. doi: 10.1080/10409280701274758

Maasepp, B., & Bobis, J. (2014). Prospective primary teachers' beliefs about mathematics. Mathematics Teacher Education and Development, 16(2), 89-107.

National Council of Teachers of Matematics (NCTM), 2000. Principles and Standards for School Mathematics. Reston. VA: The National Council of Teachers of Mathematics.

Oğuzkan, Ş., & Oral, G. (1997). Okul öncesi eğitimi [Pre-school education]. İstanbul: Milli Eğitim Basımevi.

Oktay, A. (2000). Yaşamın Sihirli Yılları [Magic years of life]. İstanbul: Epsilon Yayınları.

Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332.

Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28, 550–577.

Swars, S., Hart, L. C., Smith, S. Z., Smith, M. E., & Tolar, T. (2007). A longitudinal study of elementary pre-service teachers' mathematics beliefs and content knowledge. School Science and Mathematics, 107(8), 325-335. doi:10.1111/j.1949-8594.2007.tb17797.x

Swars, S., Smith, S., Smith, M., & Hart, L. (2009). A longitudinal study of effects of a developmental teacher preparation program on elementary prospective teachers’ mathematics beliefs. Journal of Mathematics Teacher Education, 12(1), 47-66. doi:10.1007/s10857-008-9092-x

Wortham, C. S. (2006). Early childhood curriculum, developmental bases for learning and teaching (Fourth edition). New Jersey: Pearson/ Merrill/Prentice Hall.

Tarım, K. & Bulut, M. S. (2006). Okulöncesi öğretmenlerinin matematik ve matematik öğretimine ilişkin algı ve tutumları [Preschool teachers' perceptions and attitudes towards mathematics and mathematics teaching]. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(32), 152-164.

Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R., & Rowley, G. (2008). Teacher Education and Development Study in Mathematics (TEDS-M): Conceptual framework. East Lansing, MI: Teacher Education and Development International Study Center, College of Education, Michigan State University.

Tavşancıl, E. (2006). Tutumların Ölçülmesi ve SPSS ile Veri Analizi [Measuring Attitudes and Data Analysis with SPSS]. Ankara: Nobel Yayın Dağıtım.

Thompson, A. (1992). Teachers Beliefs and Conceptions: A Synthesis of the Research In: Handbook of Research on Mathematics Learning and Teaching, Grouws, A.D. (Ed.). Macmillan, New York, pp:127-146.

Todd- Brown, E. (2003). The influence of teachers’ efficacy and beliefs on mathematics instruction in early childhood classroom (Doctoral Dissertation). Available from ProQuest Dissertation and Theses database. (UMI No: 3100998).

Vacc, N. N., & Bright, G. W. (1999). Elementary preservice teachers’ changing beliefs and instructional use of children’s mathematical thinking. Journal for Research in Mathematics Education, 30(1), 89-110.

Wilkins, J., & Brand, B. (2004). Change in preservice teachers’ beliefs: An evaluation of a mathematics methods course. School Science and Mathematics, 104(5), 226-232. doi:10.1111/j.1949-8594.2004.tb18245.x

Yazıcıoğlu, Y., & Erdoğan, S. (2007). SPSS Uygulamalı Bilimsel Araştırma Yöntemleri [SPSS Applied Scientific Research Methods] (2.Baskı). Ankara: Detay Yayıncılık.

Yu, H. (2008). A comparison of mathematics teachers’ beliefs between England and China. In Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 28(2).

Zacharos, K., Koliopoulos, D., Dokimaki, M., & Kassoumi, H. (2007). Views of prospective early childhood education teachers, towards mathematics and its instruction. European Journal of Teacher Education, 30(3), 305-318. doi:10.1080/02619760701486134

Zakaria, E., & Musiran, N. (2010). Beliefs about the nature of mathematics, mathematics teaching and learning among trainee teachers. The Social Sciences 5(4), 346-351. doi: 10.3923/sscience.2010.346.351

DOI: https://doi.org/10.53400/mimbar-sd.v8i2.33486

### Refbacks

- There are currently no refbacks.

Copyright (c) 2021 Mimbar Sekolah Dasar

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View Mimbar Sekolah Dasar Stats