Poster #88 - Supporting Pre-Service Teachers’ Attitudes Toward Math: The Perfect Addition To Early Childhood Teacher Preparation Programs

• In Event: 3-106 - Poster Session 11
  In Poster Session: PS 11 Section - Education, Schooling

Integrative Statement

Providing high quality math instruction is important for children because early math skills are a strong predictor of later academic success (Duncan et al., 2007). Unfortunately, not all early childhood preservice teachers (PSTs) have positive attitudes towards math and, as a group, report one of the highest levels of math anxiety (Bates, Lantham, & Kim, 2015; Beilock & Maloney, 2015). These feelings can impact PST’s math instruction and children’s math achievement (Gresham, 2017). For example, teachers with high math anxiety teach it as a set of rules with one correct answer (rote view; Finlayson, 2014). Alternatively, teachers with positive attitudes towards math teach it dynamically, as a tool for problem solving (reform-based; Stipek et al., 2001). Nonetheless, very few studies have looked at early childhood math teachers as a group with distinct knowledge, skills, and beliefs (Parks & Wagner, 2015). It is important to understand PSTs beliefs about math and the potential underlying factors (Blomeke, Ddunekacke, & Jenben, 2017). This study investigated associations among teacher characteristics (e.g., age, educational level), math anxiety, beliefs, pedagogy, and attitudes towards math.

Method

The data from this study were part of an early childhood longitudinal research collaboration between a community college and a university bachelor’s completion program. Participants (Mean age=30) included preservice teachers enrolled in the early childhood program at a community college (n=42) and in a bachelor’s program (n=16). The measures included a demographic questionnaire, the Abbreviated Math Anxiety Scale (AMAS; Hopko et al., 2004) and the Beliefs About Mathematics and Teaching survey (BAMT; Stipek et al, 2001). All items from the AMAS were averaged to create a single math anxiety score. The BAMT survey included twenty items grouped around three subscales: beliefs, attitudes, and pedagogy. Utilizing confirmatory factor analysis, subscales were created—math attitudes, reform-based beliefs, and procedural beliefs. In addition, two open-ended questions (i.e., ‘How is math defined?’ and ‘What are best math teaching practices?’) were coded and categorized into either “traditional” or “reformed” practices.

Results and Discussion

To explore the association of teacher characteristics with math anxiety and attitudes, ANOVAs were conducted to examine group differences among those with a Child Development Associate credential, an associate, or a Bachelor of Education degree. Significant differences were found in math pedagogy, with associate-degreed students favoring more rote approaches, F (2, 38) =13.49, p<.01. Multiple regressions were conducted to determine whether math anxiety predicted beliefs, after controlling for age and education level. Math anxiety significantly predicted more reform-based beliefs, β= -.28, t(54) = -4.71, p < .001 (Table 1). Interestingly, differences were found between teachers’ definition of math and what they reported as best practices (Figure 1). While the majority of participants (72%) defined math procedurally, 85% reported that it should be taught using reform-based practices. This suggests that PST programs that focus primarily on math pedagogy without supporting the growth of positive mathematics attitudes are incomplete. Supporting both positive attitudes and reform-based instructional methods are important in developing teachers who are confident and competent in teaching math (Lake & Kelly, 2014).

Authors

• Amber Beisly, University of Oklahoma
  Presenting Author

• Samantha Evans, University of Oklahoma
  Non-Presenting Author

• Laura Latta, University of Oklahoma
  Non-Presenting Author