THE RELATIONSHIP BETWEEN PRESCHOOL TEACHERS PEDAGOGICAL CONTENT KNOWLEDGE IN MATHEMATICS, CHILDRENS’ MATH ABILITY AND LIKING

Dağlı H., Dağlıoğlu H. E.

Research in Pedagogy, cilt.11, sa.2, ss.359-376, 2021 (Hakemli Dergi)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11 Sayı: 2
  • Basım Tarihi: 2021
  • Doi Numarası: 10.5937/istrped2102359d
  • Dergi Adı: Research in Pedagogy
  • Derginin Tarandığı İndeksler: ERIC (Education Resources Information Center)
  • Sayfa Sayıları: ss.359-376
  • Gazi Üniversitesi Adresli: Evet

Özet

This study attempts to identify preschool teachers’ pedagogical content knowledge levels in mathematics and to examine its effect on preschool children’s mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66 months old and a total of 150 teachers. The study employed three data collection tools: with the ‘Preschool Teachers’ Pedagogical Content Knowledge Scale regarding Mathematics’ and the ‘Mathematics Liking Scale for Children’ developed by the researchers; ‘Early Mathematics Ability Test’ to determine children’s mathematics ability. The data were analysed using IBM’s SPSS 22 statistical package. The correlation analysis results suggested that there were no significant relationships between teachers’ pedagogical content knowledge in mathematics, children’s mathematics ability, and their liking of mathematics, while a positive and significant relationship was found between children’s mathematics ability and their liking of mathematics. Keywords: Mathematics Education Pedagogical Content Knowledge in Mathematics, Liking of Mathematics, Mathematics Ability