Teacher Beliefs and Attitudes About Social-Emotional Learning and Mathematics Engagement

• In Event: 3-244 - Social-Emotional Learning in the Context of Mathematical Engagement in Preschool Classrooms

Integrative Statement

Research suggests that social emotional learning (SEL) skills such as self-regulation and persistence are as important as general intelligence for early school success (Blair & Raver, 2015). SEL skills can help children excel in both prosocial and academic situations, specifically in emerging math skills. Practicing SEL skills when engaged in problem-solving activities can help children focus their attention and engage in the task at hand (Blair & Razza, 2007; McClelland & Wanless, 2012). This presentation details research investigating teachers’ opinions of SEL’s importance in math activities and development. Research questions are: 1) What kinds of math activities do teachers provide in their classrooms? 2) What do teachers believe hinders their students’ math learning? 3) Do teachers think SEL is important for learning math?

Data are being collected as part of an RCT examining the effectiveness of a PD initiative focused on SEL and math in early childhood education classrooms. The sample includes 20 female teachers from 9 schools who teach 3-5 year-olds. The number of students in each classroom ranged from 9 to 23 (M=16.80, SD=3.50). Most teachers were lead teachers and ranged in age, experience, and education level. (See Table 1 for demographics.)

Researchers conducted a 30-45 minute semi-structured interview with each teacher, and conducted a thematic analysis of interview notes and audio-recordings. Teachers were asked about math activities in their classrooms, their beliefs about barriers to children’s enjoyment of and engagement with math, and the importance of SEL for math learning.

All teachers reported that teacher-directed math activities occur during large group and small group activities and that math materials are always available for students to use during free-play and center time. Teachers mentioned using a variety of math activities (e.g., manipulatives, playing cards, blocks, dice, board games and puzzles, math songs), which allowed children to practice many math skills including sorting, counting, measuring, identifying shapes, understanding patterns, subitizing, comparing, one-to-one correspondence, and graphing. Teachers identified students’ lack of confidence and limited exposure to math as possible barriers to learning math. Getting frustrated, feeling discouraged, and fearing failure during math activities were believed to prevent students from persisting with math. Additionally, teachers identified impulsivity, such as shouting out answers, as a behavioral problem that could derail math activities. While all teachers agreed that SEL is important for math learning and development, some teachers had difficulty defining SEL. (See Table 2 for examples.)

Findings suggest that teachers are integrating math content into their classrooms daily and that their students have access to an array of math activities. Barriers to math could be diminished by implementing strategies that support SEL (e.g., self-regulation, persistence). While every teacher agreed that SEL was important for children’s abilities to engage in math and this is an important initial finding, teachers’ lack of understanding of how to define SEL and identify associated skills has implications for future research and practice, including professional development, coaching, and teacher preparation.

Authors

• Ashley Shafer, University of Pittsburgh
  Presenting Author

• Shannon B. Wanless, University of Pittsburgh
  Non-Presenting Author

• Mallary I. Swartz, Ounce of Prevention Fund
  Non-Presenting Author

• Paige Strasbaugh, Fred Rogers Productions
  Non-Presenting Author