EARLY SCHOOL MATHEMATICS EDUCATION FROM THE PERSPECTIVE OF FUTURE TEACHERS. REFLECTIONS AFTER PRACTICAL TEACHING PLACEMENT

Abstract

The level of competence in mathematics among Polish students is insufficient, as illustrated for instance by low final examination scores in lower and upper secondary schools. Thus, it is only natural to ask questions about whether mathematics is being taught appropriately and whether adequate strategies, methods, and educational principles are being used. In this context it is necessary to ask future teachers – sophomores majoring in preschool and early school education – if they feel prepared and ready to introduce small children to the realm of mathematics. Most future practitioners of this challenging profession dislike mathematics and consider their current professional competences to be average. When assessing students’ preparedness, in both substantive and methodological terms, the author found that reluctance towards mathematics and belief that mathematics is an exceptionally difficult subject are both transferrable. On a more optimistic note, the analyzed group of students are ready to further improve their professional skills through lifelong learning.