Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Teacher Education Pub Date : 2023-03-31 DOI:10.1080/10901027.2023.2196943

Konstantinos Lavidas, Irini Skopeliti, Konstantinos Zacharos, Efthimios-Panagiotis Panagiotounakos

{"title":"Preservice preschool teachers’ mathematics experience and math anxiety on their beliefs about and attitudes toward teaching mathematics","authors":"Konstantinos Lavidas, Irini Skopeliti, Konstantinos Zacharos, Efthimios-Panagiotis Panagiotounakos","doi":"10.1080/10901027.2023.2196943","DOIUrl":null,"url":null,"abstract":"ABSTRACT Only a limited number of research has examined preservice preschool teachers’ attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool settings that have appropriately established psychometric properties. In the current study, we addressed this deficit and aimed to adapt the Preschool Teacher Attitudes and Beliefs toward Science (P-TABS) instrument in a sample of 164 Greek preservice preschool teachers and test its validity and reliability. Using a version of the P-TABS that had been adapted to mathematics, we investigated participants’ beliefs about and attitudes toward teaching mathematics and the impact of their previous experiences with mathematics, as well as their math anxiety, on their beliefs about and attitudes toward mathematics teaching. The results showed that this adapted version of the P-TABS was valid and reliable, and therefore it can be useful in the assessment of preservice preschool teachers’ beliefs about and attitudes toward teaching mathematics. The results also showed that teachers’ math anxiety and their previous experience with mathematics explained their beliefs about and attitudes toward teaching mathematics. This suggests that introducing courses on mathematics into teacher education programs could have a positive effect on preservice teachers’ beliefs about teaching mathematics.","PeriodicalId":45981,"journal":{"name":"Journal of Early Childhood Teacher Education","volume":" ","pages":""},"PeriodicalIF":0.9000,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Early Childhood Teacher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10901027.2023.2196943","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 2

Abstract

ABSTRACT Only a limited number of research has examined preservice preschool teachers’ attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool settings that have appropriately established psychometric properties. In the current study, we addressed this deficit and aimed to adapt the Preschool Teacher Attitudes and Beliefs toward Science (P-TABS) instrument in a sample of 164 Greek preservice preschool teachers and test its validity and reliability. Using a version of the P-TABS that had been adapted to mathematics, we investigated participants’ beliefs about and attitudes toward teaching mathematics and the impact of their previous experiences with mathematics, as well as their math anxiety, on their beliefs about and attitudes toward mathematics teaching. The results showed that this adapted version of the P-TABS was valid and reliable, and therefore it can be useful in the assessment of preservice preschool teachers’ beliefs about and attitudes toward teaching mathematics. The results also showed that teachers’ math anxiety and their previous experience with mathematics explained their beliefs about and attitudes toward teaching mathematics. This suggests that introducing courses on mathematics into teacher education programs could have a positive effect on preservice teachers’ beliefs about teaching mathematics.

查看原文本刊更多论文

保持幼儿教师数学经验与数学焦虑对数学教学的信念和态度

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

16.70%

发文量

期刊介绍： The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.