Mitigate Negative Beliefs about Math: A Different Experience for Children and Teachers in Early Math

Autor/inn/en	Karademir, Abdulhamit; Saatcioglu, Ozkan
Titel	Mitigate Negative Beliefs about Math: A Different Experience for Children and Teachers in Early Math
Quelle	In: Journal of Pedagogical Research, 7 (2023) 3, S.153-173 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Karademir, Abdulhamit) ORCID (Saatcioglu, Ozkan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Attitudes; Mathematics Anxiety; Negative Attitudes; Student Experience; Teaching Experience; Preschool Teachers; Preschool Children; Attitude Change; Teacher Attitudes; Psychological Patterns; Mathematics Instruction; Mathematics Education; Teaching Methods; Learning Centers (Classroom); Foreign Countries; Teacher Student Relationship; Peer Relationship; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Negative Fixierung; Studienerfahrung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Attitudinal change; Einstellungsänderung; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsdifferenzierung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Türkei
Abstract	This study investigated the effect of the use of content-specific material-based activities on children's mathematical skills, and changes in emotions for both sides with the help of math workstations to serve as responsive partners in delivering quality mathematics education to children and teachers. A total of 20 female kindergarten teachers and 625 children (female= 393, male=232, M = 64.57 months) studying in classes with disadvantages pertaining to materials participated in the study. The study used a fully mixed sequential equal status design, and quantitative data was analyzed using ANOVA and multilevel regression, while inductive content analysis was used to analyze qualitative data. The study found that teachers' development of facilitating alternative perspectives towards mathematics mitigated negative beliefs related to emotions arising from teachers' and children's negative experiences with mathematics. This study re-emphasizes the significance of emotional circumstances for learning mathematics in early childhood education, and teachers need game-based, effective, and innovative pedagogical approaches without prioritizing academic concerns. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01