Preschool teachers' level of attitudes toward early mathematics education

Abstract

Purpose of this study is examining the preschool teachers' level of attitudes toward early maths education and correlation between these levels and various variables. “Preschool Teachers' Attitudes towards Early Childhood Math Assessment Instrument" is applied to 60 teachers who were pre-school teachers in 2013 and formed the sample of this study. As a result of these analysis, it has been precipitated that teachers' level of attitudes toward early maths education is good. Meaningful relationship were identified between the period the teachers performed teaching and the 3rd attitude subfactor, as well as a meaningful relationship between the teachers’ ages and the 3rd attitude subfactor. However, a meaningful relationship between the level of competence, in activity planning and application, and their attitudes could not be observed. Nevertheless, as a result of the analysis, it comes to light that the teachers’ negative experiences about maths did not affect their attitudes.