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Cross-sectional survey reveals grade-level shifts in teacher candidate attitudes toward early mathematics, indicating university coursework shapes instructional mindsets.
In this research, to reveal the attitudes of the preschool teacher candidates about early mathematics education, to get their suggestions and opinions about this issue is aimed. 150 third and fourth grade teacher candidates receiving education in the Department of Early Childhood Education of the universities in Ankara Province comprise teacher candidates in the study group of this research. The data of this research is gathered by applying ‘Okulöncesi Öğretmenlerinin Erken Matematik Eğitimine İlişkin Tutumlarını Belirleme Aracı (The Identification Tool for the Preschool Teacher Candidates’ Attitudes about Early Mathematics Education)’ developed by Tokgoz(2006)with the aim of revealing the attitudes of the teacher candidates in the fall semester in 2008-2009 and for the demographical data by applying ‘Kisisel Bilgi Formu(Personal Information Form)’. ‘Okulöncesi Öğretmenlerinin Erken Matematik Eğitimine İlişkin Tutumlarını Belirleme Aracı (The Identification Tool for the Preschool Teacher Candidates’ Attitudes about Early Mathematics Education)’ developed by Tokgoz(2006)is a 22-point likert type of scale used for setting preschool teacher candidates’ attitudes about early mathematics education. As a result of factor analysis carried out for this research, 18 points are used by eliminating 4 points. The data collected in‘Okulöncesi Öğretmenlerinin Erken Matematik Eğitimine İlişkin Tutumlarını Belirleme Aracı (The Identification Tool for the Preschool Teacher Candidates’ Attitudes about Early Mathematics Education)’ developed by Tokgoz(2006)will be analyzed in Spss 15 packaged software. By converting the conversations which will be interviewed with the teachers into data texts, content analysis has been carried out on these texts. In consequence of the performed statistical processes, it is determined that the attitudes of the preschool teacher candidates about early mathematics education do not change according to their graduation field in high school, and meaningfully differentiated according to the grade in which they are undergoing education.
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Alisinanoğlu et al. (2009) studied this question.
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