Pre-school Teachers' Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching

Abstract

This study was carried out to examine the relationship between preschool teachers' mathematical pedagogical content knowledge (MPCK), their attitudes towards mathematics (ATM), and their attitudes towards mathematics teaching (ATMT). The research method was designed according to the relational survey model, one of the quantitative research methods. The study group consisted of 365 pre-school teachers working in pre-school educational institutions affiliated with the Ministry of National Education. The research data were obtained using the "General Information Form", "Knowledge Scale of Pedagogical Content in Preschool Mathematics" and "Scale of Attitudes for the Teaching of Mathematics". The obtained data were analyzed using the SPSS 22 package program. Firstly, as a result of the research, it was found that the ATM and ATMT levels of the teachers participating in the research were above average. In addition, findings showed that the levels of knowledge of mathematical pedagogical content were below average in some content areas (counting) and above average in some content areas (pattern, order, shape, spatial dimensions and comparison, and total score). Second, although the age of the teachers did not affect the levels of ATM and ATMT, on the contrary, it didaffect the levels of MPCK. Third, the seniority variable was found to affect ATM and MPCK levels but did not affect ATM. Finally, low positive correlations were found between the levels of MPCK, ATM, and ATMT. These research findings were discussed in light of the relevant literature and suggestions were made.