Abstract
The aim of this study is to set forth preservice teachers' attitudes towards early mathematics education. For this purpose, quantitative and qualitative research methods were used conjunctively and the research was planned in accordance with a ‘screening model’. The longitudinal screening model, one of the screening models, was used in the study. The study group of the research consisted of 58 preservice teachers studying at Giresun University, Faculty of Education, Department of Preschool Teaching. ‘Scale for Determining Preschool Teachers’ Attitudes towards Early Mathematics Education’ and ‘Form for Opinions about Early Mathematics Education’ were used to collect data of the study. Data of the investigation were collected from the same study group for four years, namely in 2010, 2011, 2012 and 2013. The results of the study revealed that preservice preschool teachers' ‘Attitudes towards children's mathematical skills’, ‘Attitudes towards early mathematics education setting’, ‘Attitudes towards early mathematics education’ and ‘Total attitude’ scores varied statistically significantly by years. In view of preservice teachers' opinions, it is clear that some of the courses that they took in undergraduate study positively influenced their attitudes towards mathematics.
Published Version
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