Research Information System
32nd EECERA ANNUAL CONFERENCE, Brighton, England, 3 - 06 September 2024, pp.75, (Summary Text)
This study aims to examine pre-service preschool teachers' beliefs on mathematics, teaching early mathematic and learning in line with various demographic variables before and after taking “Mathematics Education in Early Childhood” course. Pre-service teachers’ beliefs on mathematics affect their practices (Mainali, 2022) and pupils’ mathematic beliefs and achievement (Maasepp & Bobis, 2013). The idea that teachers' beliefs fundamentally influence their classroom practices (Fives & Gill, 2014) creates a frame for researchers and guides this study. A quasi- experimental study was employed for this study. The sample includes sophomore and junior pre-service preschool teachers (n=45) from two universities (one public, one private) who took the course ‘Mathematics Education in Early Childhood”. The researchers created an identical 14-week course content for participants to learn about how early mathematics looks like and how children explore mathematics in early years. Data was collected at the beginning and end of the semester through a demographic information form, and "Instrument for Beliefs Related to the Teaching and Learning of Math" scale. Besides approval from the TED University Ethical Committee, consent forms were used to ensure volunteer participation. Pseudonyms were used for participants' names. The study was conducted to assess the effectiveness of designed course. Thus, it is expected to identify statistically significant variations in pre-service teachers' beliefs on mathematics, teaching early mathematics and learning before and after the course. This study has potentials to encourage early childhood experts to integrate mathematics in their daily routines and enhance a path for preschool education bachelor programs at various universities.