Perceptions and attitudes of preschool teacher candidates towards mathematics
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Apr 22, 2016
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Abstract
This study aims to explore perceptions and attitudes of pre school teacher candidates towards mathematics. 200 students who are studying in Cyprus International University, Girne American University and Near East University have participated in this research. Data gathering tool was developed by inspiring Macnab and Payne’s scale, that was developed in 2003. SPSS 18.0 statistical programme and content analyses methods were used to analyze the data. Results were evaluated under different headings and disscussed.
Keywords: Mathematics teaching, pre school, perception and attitude
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References
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Alakoç, Z. (2003). Matematik Öğretiminde Teknolojik Modern Öğretim Yaklaşımları. The Turkish Online Journal of Educational Technology, 2(1), 43-49.
Altun, M. (2006). Matematik Öğretiminde Gelişmeler. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 223-238.
Dursun, Ş. ve Dede Y. (2004). Öğrencilerin Matematikte Başarısını Etkileyen Faktörler: Matematik Öğretmenlerinin Görüşleri Bakımından. Gazi Eğitim Fakültesi Dergisi, 2(24), 217-230.
Eccles, J. S., Adler, T. E., Futterman, R., Goff, S. B., Kaczula, C. M., Meece. J. L., & Midgley, C. (1985). Self-Perceptions, Task Perceptions, Socializing Influences and The Decision to Enroll in Mathematics in S. F. Chipman, L. R. Brush., & D. M. Wilson (Eds.), Women and Mathematics: Balancing The Equation (pp. 95-122), Hillsdale, NJ: Erlbaum.
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Grouws, D. A. (1996). Critical Issues in Problem Solving Instruction in Mathematics. In D. Zhang, T. Sawada, & J. P. Becker (Eds.), Proceedings of the China-Japan-US seminar on mathematical education (pp. 70-93).
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Iben, M. F. (1991). Attitudes and Mathematics, Comparative Education, 27 (2), 135-151.
İlhan, M. & Sünkür, M. Ö. (2012). Matematik Kaygısı ile Olumlu ve Olumsuz Mükemmelliyetçiliğin Matematik Başarısını Yordama Gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 178-188.
Lampert, M. (1990). When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching. American Educational Research Journal, 27: 29-63.
Macnab, D. S. & Payne, F. (2003). Beliefs, Attitudes and Practices in Mathematics Teaching: Perceptions of Scottish primary school student teachers, Journal of Education for Teaching: International research and pedagogy, 29 (1), 55-68.
Mayer, R. E. (1998). Cognitive, Metacognitive, and Motivational Aspects of Problem Solving. Instructional Science, 26, 49-63.
McLeod, D. B. (1989). Beliefs, Attitudes and Emotions: New Views of Affect in Mathematics Education, Affect and Mathematical Problem Solving, 245-258.
Nasibov, F. & Kaçar, A. (2005). Matematik ve Matematik Eğitimi Hakkında, Kastamonu Eğitim Dergisi, 13 (2), 339-346.
Özdemir, S. (2014, 2 Ağustos). Hocam Yani Nerde İşmize Yarayacak Bu Matematik. Yenidüzen.
http://www.yeniduzen.com/Ekler/gaile/277/hocam-yani-nerde-isimize-yarayacak-bu-matematik/1653 sitesinden alınmıştır.
Peker, Ö. (1985). Ortaöğretim Kurumlarında Matematik Öğretiminin Sorunları, Matematik Öğretimi ve Sorunları, Ankara : TED Yayınları, 52.
Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 257-315). Charlotte, NC: Information Age.
Philippou, G. N. & Christou, C. (1998). The Effects of a Preparatory Mathematics Program in Changing Prospective Teachers’ Attitudes Towards Mathematics, Educational Studies in Mathematics, 35(2), 189-206.
Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., ve Johnson, S. (2013). The Association between Teachers & apos; Beliefs, Enacted Practices, and Student Learning in Mathematics. Mathematics Educator, 22(2), 11-30.
Remillard, J. T. ve Bryans, M. B. (2004).Teachers’ orientations toward mathematics curriculum materials: Implications for teacher learning. Journal of Research in Mathematics Education 35, 352–388
Savaş, E., Taş, S. ve Duru, A. (2010). Factors Affecting Students’ Achievement in Mathematics, İnönü Üniversitesi Journal of The Faculty of Education, 11(1), 113-132.
Schoenfeld, A. H. (1989). Explorations of Students’ Mathematical Beliefs and Behavior. Journal of Research in Matjematics Education, 20, 238-355.
Schoenfeld, A. H. & Herrmann, D. J. (1982). Problem Perception and Knowledge Structure in Expert and Novice Mathematical Problem Solvers, Journal of Experimental Psychology: Learning, Memory, and Cognition, 8(5), 484-494.
Stipek, D. J., Givvin, K. B., Salmon, J. M. & MacGyvers, V. L. (2001). Teachers' Beliefs and Practices Related to Mathematics Instruction. Teaching and Teacher Education, 17, 213-226.
Tocci, C. M. & Engelhard, G. (1991). Achievement, Paretal Support and Gender Differences in Attitudes Towards Mathematics, The Journal of Education Research, 84(5), 280-286.
Vershaffel, L., De Corte, E., Lasure,S., Vaerenbergh, Bogaerts, H.& Ratinckx, E. (1999). Learning to solve mathematical application problems: a desing experiment with fifth graders. Mathematical Thinking and Learning, 1(3), 195–229.
Wang, C., McGee, J. R., ve Polly, D. (2013). Guiding teachers in the use of a standards-based mathematics curriculum: Teacher perceptions and subsequent instructional practices after an intensive professional development program. School Science and Mathematics, 113, 16-28
Zakaria, E., Chin, L.C. & Daud, M.Y. (2010). The Effects of Cooperative Learning on Students' Mathematics Achievement and Attitude Towards Mathematics, Journal of Social Sciences, 6, 272-275.
Akman, B. (2002). Okulöncesi Dönemde Matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23: 244-248.
Aksu, M. (1985). Ortaöğretim Kurumlarında Matematik Öğretimi ve Sorunları, Ankara: T.E.D. Yay. Öğretim Dizisi No:3, Yorum-Basın Ltd. Şti.
Alakoç, Z. (2003). Matematik Öğretiminde Teknolojik Modern Öğretim Yaklaşımları. The Turkish Online Journal of Educational Technology, 2(1), 43-49.
Altun, M. (2006). Matematik Öğretiminde Gelişmeler. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 223-238.
Dursun, Ş. ve Dede Y. (2004). Öğrencilerin Matematikte Başarısını Etkileyen Faktörler: Matematik Öğretmenlerinin Görüşleri Bakımından. Gazi Eğitim Fakültesi Dergisi, 2(24), 217-230.
Eccles, J. S., Adler, T. E., Futterman, R., Goff, S. B., Kaczula, C. M., Meece. J. L., & Midgley, C. (1985). Self-Perceptions, Task Perceptions, Socializing Influences and The Decision to Enroll in Mathematics in S. F. Chipman, L. R. Brush., & D. M. Wilson (Eds.), Women and Mathematics: Balancing The Equation (pp. 95-122), Hillsdale, NJ: Erlbaum.
Frenzel, A. C., Pekrun, R. & Goetz, T. (2007). Girls and Mathematics: A ‘Hopeless’ Issue? A Control-Value Approach to Gender Differences in Emotions Towards Mathematics, European Journal of Psychology of Education, 22(4), 497-514.
Grouws, D. A. (1996). Critical Issues in Problem Solving Instruction in Mathematics. In D. Zhang, T. Sawada, & J. P. Becker (Eds.), Proceedings of the China-Japan-US seminar on mathematical education (pp. 70-93).
Hannula, M. S. (2002). Attitude Towards Mathematics: Emotions, Expectations and Values, Educational Studies in Mathematics, 49(1), 25-46.
Hare, M. (1999). Revealing What Urban Early Childhood Teachers Think About Mathematics and How They Teach It: Implications For Practice, University Of North Texas.
Heck, D. J., Banilower, E. R., Weiss, I. R., & Rosenberg, S. L. (2008). Studying the effects of professional development: The case of the NSF’s local systemic change through teacher enhancement initiative. Journal for Research in Mathematics Education, 39, 113–152
Iben, M. F. (1991). Attitudes and Mathematics, Comparative Education, 27 (2), 135-151.
İlhan, M. & Sünkür, M. Ö. (2012). Matematik Kaygısı ile Olumlu ve Olumsuz Mükemmelliyetçiliğin Matematik Başarısını Yordama Gücü. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(1), 178-188.
Lampert, M. (1990). When the Problem Is Not the Question and the Solution Is Not the Answer: Mathematical Knowing and Teaching. American Educational Research Journal, 27: 29-63.
Macnab, D. S. & Payne, F. (2003). Beliefs, Attitudes and Practices in Mathematics Teaching: Perceptions of Scottish primary school student teachers, Journal of Education for Teaching: International research and pedagogy, 29 (1), 55-68.
Mayer, R. E. (1998). Cognitive, Metacognitive, and Motivational Aspects of Problem Solving. Instructional Science, 26, 49-63.
McLeod, D. B. (1989). Beliefs, Attitudes and Emotions: New Views of Affect in Mathematics Education, Affect and Mathematical Problem Solving, 245-258.
Nasibov, F. & Kaçar, A. (2005). Matematik ve Matematik Eğitimi Hakkında, Kastamonu Eğitim Dergisi, 13 (2), 339-346.
Özdemir, S. (2014, 2 Ağustos). Hocam Yani Nerde İşmize Yarayacak Bu Matematik. Yenidüzen.
http://www.yeniduzen.com/Ekler/gaile/277/hocam-yani-nerde-isimize-yarayacak-bu-matematik/1653 sitesinden alınmıştır.
Peker, Ö. (1985). Ortaöğretim Kurumlarında Matematik Öğretiminin Sorunları, Matematik Öğretimi ve Sorunları, Ankara : TED Yayınları, 52.
Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester Jr. (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 257-315). Charlotte, NC: Information Age.
Philippou, G. N. & Christou, C. (1998). The Effects of a Preparatory Mathematics Program in Changing Prospective Teachers’ Attitudes Towards Mathematics, Educational Studies in Mathematics, 35(2), 189-206.
Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., ve Johnson, S. (2013). The Association between Teachers & apos; Beliefs, Enacted Practices, and Student Learning in Mathematics. Mathematics Educator, 22(2), 11-30.
Remillard, J. T. ve Bryans, M. B. (2004).Teachers’ orientations toward mathematics curriculum materials: Implications for teacher learning. Journal of Research in Mathematics Education 35, 352–388
Savaş, E., Taş, S. ve Duru, A. (2010). Factors Affecting Students’ Achievement in Mathematics, İnönü Üniversitesi Journal of The Faculty of Education, 11(1), 113-132.
Schoenfeld, A. H. (1989). Explorations of Students’ Mathematical Beliefs and Behavior. Journal of Research in Matjematics Education, 20, 238-355.
Schoenfeld, A. H. & Herrmann, D. J. (1982). Problem Perception and Knowledge Structure in Expert and Novice Mathematical Problem Solvers, Journal of Experimental Psychology: Learning, Memory, and Cognition, 8(5), 484-494.
Stipek, D. J., Givvin, K. B., Salmon, J. M. & MacGyvers, V. L. (2001). Teachers' Beliefs and Practices Related to Mathematics Instruction. Teaching and Teacher Education, 17, 213-226.
Tocci, C. M. & Engelhard, G. (1991). Achievement, Paretal Support and Gender Differences in Attitudes Towards Mathematics, The Journal of Education Research, 84(5), 280-286.
Vershaffel, L., De Corte, E., Lasure,S., Vaerenbergh, Bogaerts, H.& Ratinckx, E. (1999). Learning to solve mathematical application problems: a desing experiment with fifth graders. Mathematical Thinking and Learning, 1(3), 195–229.
Wang, C., McGee, J. R., ve Polly, D. (2013). Guiding teachers in the use of a standards-based mathematics curriculum: Teacher perceptions and subsequent instructional practices after an intensive professional development program. School Science and Mathematics, 113, 16-28
Zakaria, E., Chin, L.C. & Daud, M.Y. (2010). The Effects of Cooperative Learning on Students' Mathematics Achievement and Attitude Towards Mathematics, Journal of Social Sciences, 6, 272-275.