Abstract
This survey study investigated how early childhood prospective teachers’ attitude toward teaching mathematic in terms of age, years of studies and whether they attend a course on early mathematic education or not. Data were collected through online questionnaires from 90 participants with mathematic teaching attitude questionnary scale (MTAQ). Data analysis utilized one way annova and t-test. The results showed that prospective teachers’ characteristic such as age and years of studies are found no significant effect on level of the participants’ attitude. Futhermore, Differences between the score of prospective teachers in term grade level and those who attended the early mathematic education were not statistically significant.
Published Version
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