701
Views
1
CrossRef citations to date
0
Altmetric
Research Article

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

ORCID Icon, , &
Pages 962-979 | Received 27 Jan 2022, Accepted 21 Mar 2023, Published online: 31 Mar 2023

References

  • Aksu, Z., & Kul, Ü. (2019). The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety. SAGE Open, 9(3), 1–10. doi:10.1177/2158244019871049
  • Alexander, A. D. (2018). Preschool teachers’ science knowledge: Validating the Preschool Teachers’ Applied Science Knowledge Survey (Publication No. 13421132) [ Doctoral dissertation, University of Miami]. ProQuest Dissertations and Theses Global.
  • Arslan, O., & Demirkıran, D. M. (2020). Preservice early childhood education teachers’ mathematics teaching efficacy beliefs and mathematics anxieties. Başkent University Journal of Education, 7(2), 428–438.
  • Bai, H. (2011). Cross-validating a bidimensional mathematics anxiety scale. Assessment, 18(1), 115–122. doi:10.1177/1073191110364312
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. The American Psychologist, 37(2), 122–147. doi:10.1037/0003-066X.37.2.122
  • Bourotzoglou, E., Emmanouloudis, D., & Georgopoulos, A. (2016). A pedagogical dimension to the technocratic problem of water management: Preschool teacher beliefs and attitudes towards teaching water science and sustainable management of water in the context of environmental education. Journal of Engineering Science and Technology Review, 9(1), 129–137. doi:10.25103/jestr.092.21
  • Briley, J. S. (2012). The relationships among mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs for elementary pre-service teachers. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5, 1–13.
  • Brown, E. T. (2005). The influence of teachers’ efficacy and beliefs regarding mathematics instruction in the early childhood classroom. Journal of Early Childhood Teacher Education, 26(3), 239–257. doi:10.1080/10901020500369811
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Routledge.
  • Cohrssen, C., & Tayler, C. (2016). Early childhood mathematics: A pilot study in preservice teacher education. Journal of Early Childhood Teacher Education, 37(1), 25–40. doi:10.1080/10901027.2015.1131208
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P. … Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. doi:10.1037/0012-1649.43.6.1428
  • Dunekacke, S., & Barenthien, J. (2021). Research in early childhood teacher domain-specific professional knowledge—a systematic review. European Early Childhood Education Research Journal, 29(4), 633–648. doi:10.1080/1350293X.2021.1941166
  • Eleftheriadi, A., Lavidas, K., & Komis, V. (2021). Teaching mathematics in early childhood education with ICT: The views of two contrasting teachers’ groups. Journal of Digital Educational Technology, 1(1), ep2103. doi:10.21601/jdet/11117
  • Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202. doi:10.1111/j.1949-8594.2000.tb17256.x
  • Gerde, H. K., Pierce, S. J., Lee, K., & Van Egeren, L. A. (2018). Early childhood educators’ self-efficacy in science, math, and literacy instruction and science practice in the classroom. Early Education and Development, 29(1), 70–90. doi:10.1080/10409289.2017.1360127
  • Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. Teaching Education, 19(3), 171–184. doi:10.1080/10476210802250133
  • Gresham, G., & Burleigh, C. (2019). Exploring early childhood preservice teachers’ mathematics anxiety and mathematics efficacy beliefs. Teaching Education, 30(2), 217–241. doi:10.1080/10476210.2018.1466875
  • Hachey, A. C. (2013). The early childhood mathematics education revolution. Early Education and Development, 24(4), 419–430. doi:10.1080/10409289.2012.756223
  • Hadley, K. M., & Dorward, J. (2011). Investigating the relationship between elementary teacher mathematics anxiety, mathematics instructional practices, and student mathematics achievement. Journal of Curriculum and Instruction, 5(2), 27–44. doi:10.3776/joci.2011.v5n2p27-44
  • Hollingsworth, H. L., & Knight-McKenna, M. (2018). “I am now confident”: Academic service-learning as a context for addressing math anxiety in preservice teachers. Journal of Early Childhood Teacher Education, 39(4), 312–327. doi:10.1080/10901027.2018.1514337
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. doi:10.1080/10705519909540118
  • Jorgensen, T. D., Pornprasertmanit, S., Schoemann, A. M., & Rosseel, Y. (2021). semTools: Useful tools for structural equation modeling (Version 0.5-6) [Computer software]. https://CRAN.R-project.org/package=semTools
  • Lavidas, K., & Gialamas, V. (2019). Adaption and psychometric properties of the short forms Marlowe–Crowne social desirability scale with a sample of Greek university students. European Journal of Education Studies, 6(8), 230–239. doi:10.5281/zenodo.3552531
  • Lavidas, K., Komis, V., & Gialamas, V. (2013). Spreadsheets as cognitive tools: A study of the impact of spreadsheets on problem solving of math story problems. Education and Information Technologies, 18(1), 113–129. doi:https://doi.org/10.1007/s10639-011-9174-8
  • Leavy, A., & Hourigan, M. (2018). The beliefs of ‘Tomorrow’s Teachers’ about mathematics: Precipitating change in beliefs as a result of participation in an initial teacher education programme. International Journal of Mathematical Education in Science and Technology, 49(5), 759–777. doi:10.1080/0020739X.2017.1418916
  • Lee, J. (2005). Correlations between kindergarten teachers’ attitudes toward mathematics and teaching practice. Journal of Early Childhood Teacher Education, 25(2), 173–184. doi:10.1080/1090102050250210
  • Li, C. -H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behavior Research Methods, 48(3), 936–949. doi:10.3758/s13428-015-0619-7
  • Linder, S. M., & Simpson, A. (2018). Towards an understanding of early childhood mathematics education: A systematic review of the literature focusing on practicing and prospective teachers. Contemporary Issues in Early Childhood, 19(3), 274–296. doi:10.1177/1463949117719553
  • MacDonald, A. (2020). Mathematics education beliefs and practices of under 3s educators in Australia. European Early Childhood Education Research Journal, 28(5), 758–769. doi:10.1080/1350293X.2020.1817246
  • Maier, M. F., Greenfield, D. B., & Bulotsky-Shearer, R. J. (2013). Development and validation of a preschool teachers’ attitudes and beliefs toward science teaching questionnaire. Early Childhood Research Quarterly, 28(2), 366–378. doi:10.1016/j.ecresq.2012.09.003
  • McDonald, P. R. (1999). Test theory: A unified treatment. New York: Routledge.
  • Ministry of Education and Religious Affairs. (2011). Preschool curriculum (in Greek). Athens: Hellenic MERA.
  • Pisaneschi, J. (2020). How do ITE programmes support pre-service primary teachers to become competent and confident teachers of mathematics? A systematic review of interventions trialled in Scotland and the Republic of Ireland. Scottish Educational Review, 52(1), 73–95. doi:10.1163/27730840-05201006
  • R Core Team. (2020). The R project for statistical computing [Computer software]. https://www.R-project.org/
  • Revelle, W. (2020). Psych: Procedures for psychological, psychometric, and personality research (Version 2.2.3) [Computer software]. https://CRAN.R-project.org/package=psych
  • Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625–637. doi:10.1002/sce.3730740605
  • Rosseel, Y. (2012). Lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. doi:10.18637/jss.v048.i02
  • Saçkes, M., Flevares, L. M., Gonya, J., & Trundle, K. C. (2012). Preservice early childhood teachers’ sense of efficacy for integrating mathematics and science: Impact of a methods course. Journal of Early Childhood Teacher Education, 33(4), 349–364. doi:10.1080/10901027.2012.732666
  • Schumacker, R. E., & Lomax, R. G. (2016). A beginner’s guide to structural equation modeling (4th ed.). New York: Routledge.
  • Shiakalli, M. A., Zacharos, K., & Lavidas, K. (2017). Preparing pre-school teachers for teaching probability. Review of Science, Mathematics and ICT Education, 11(2), 93–117.
  • Shuey, E. A., Kim, N., Cortazar, A., Poblete, X., Rivera, L., Lagos, M. J. … Engel, A. (2019). Curriculum alignment and progression between early childhood education and care and primary school: A brief review and case studies. OECD Working Paper No. 193. Organisation for Economic Co-Operation and Development. 10.1787/d2821a65-en
  • Swars, S. L., Daane, C. G., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306–315. doi:10.1111/j.1949-8594.2006.tb17921.x
  • Szydlik, J. E., Szydlik, S. D., & Benson, S. R. (2003). Exploring changes in pre-service elementary teachers’ mathematical beliefs. Journal of Mathematics Teacher Education, 6(3), 253–279. doi:https://doi.org/10.1023/A:1025155328511
  • Takunyaci, M., & Takunyaci, M. (2014). Preschool teachers’ mathematics teaching efficacy belief. Procedia–Social and Behavioral Sciences, 152, 673–678. doi:10.1016/j.sbspro.2014.09.261
  • Thiel, O. (2010). Teachers’ attitudes towards mathematics in early childhood education. European Early Childhood Education Research Journal, 18(1), 105–115. doi:10.1080/13502930903520090
  • Unlu, M., Ertekin, E., & Dilmac, B. (2017). Predicting relationships between mathematics anxiety, mathematics teaching anxiety, self-efficacy beliefs towards mathematics and mathematics teaching. International Journal of Research in Education and Science, 3(2), 636–645. doi:10.21890/ijres.328096
  • Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2013). Sample size requirements for structural equation models: An evaluation of power, bias, and solution propriety. Educational and Psychological Measurement, 73(6), 913–934. doi:10.1177/0013164413495237
  • Zacharos, K., Koliopoulos, D., Dokimaki, M., & Kassoumi, H. (2007). Views of prospective early childhood education teachers, towards mathematics and its instruction. European Journal of Teacher Education, 30(3), 305–318. doi:10.1080/02619760701486134
  • Zacharos, K., Skopeliti, I., Aggelopoulou, D., & Karalis, T. (2020). Preschool educators’ self-efficacy beliefs about teaching probabilistic concepts and their change in the course of participating an inquiry-based training program. Educational Journal of the University of Patras UNESCO Chair, 7(2), 70–86. doi:10.26220/une.3378

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.