Preschool Teachers' Mathematics Teaching Efficacy ... - Science Direct

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ScienceDirect Procedia - Social and Behavioral Sciences 152 (2014) 673 – 678

ERPA 2014

Preschool teachers’ mathematics teaching efficacy belief Meral Takunyacia, Mithat Takunyacib* a

b

Preschool and Science Teacher, Ministry of Education, Sakarya SakaryaUniversity Faculty of Education, Department of Primary Mathematics Education

Abstract Teacher efficacy can be defined as teachers’ beliefs in their abilities to organize and execute courses of action necessary to bring about desired results. Although beliefs and content knowledge, especially teaching mathematics efficacy beliefs are important factors in teacher training. This research aims to determine preschool teachers’ efficacy beliefs concerning mathematics teaching using the Mathematics Teaching Efficacy Belief Instrument (MTEBI) developed by Enochs et al. (2000) and adapted to Turkish by Takunyaci & Aydin (2013). Findings indicated that teachers have low efficacy beliefs on teaching mathematics and most of the subject strongly agreed that they would generally teach mathematics ineffectively.Also, there was a significant difference amongst teachers’ efficacy beliefs on teaching mathematics and their years of experience in favor of preschool teachers who have 13 and more years experience in teaching. © Authors. Published by This Elsevier © 2014 2014 The Published by Elsevier Ltd. is anLtd. open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Selection and peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. Keywords:preschool teacher; efficacy beliefs; mathematics teaching.

1. Introduction Many studies in early childhood education indicated that supporting early mathematical development is an substantial part of preschool curricula (Ginsburg et al., 2006). Comprehensive studiesin recent years suggest that we know what kind of mathematics should be supported in the classroom and that teacher beliefs affect how curricula are implemented (Copley and Padron, 1998).

*

*Corresponding author. Tel.: +90 554 842 34 62 E-mail address: [email protected]

1877-0428 © 2014 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/). Peer-review under responsibility of the Organizing Committee of the ERPA Congress 2014. doi:10.1016/j.sbspro.2014.09.261

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Meral Takunyaci and Mithat Takunyaci / Procedia - Social and Behavioral Sciences 152 (2014) 673 – 678

Early childhood programs are growingly required to implement mathematics instruction methods in classrooms. This policy emphasis on early mathematics instruction is due in large part to the understanding that participation in the modern world requires competence in mathematics, and that children’s early skills in mathematics provide the foundation for later learning (Baroody et al., 2006; Duncan et al., 2007). Lack of early experiences that support mathematical development skills may lead to lower mathematical skill acquisition as well as lower overall educational attainment (Geary, 2000; Jordan et al., 2009). Several research institutions have called for changes in the way early childhood teachers are educated in the domain of mathematics. Publications by the National Council of Teachers of Mathematics (NCTM), the National Association for the Education of Young Children (NAEYC), and the National Research Council (NCTM, 2006) recommend curricula that support young children’s mathematical development. Research underscores two major challenges facing the early childhood education field regarding the support of mathematical development in the classroom of the young child: (a) a lack of effective teacher training in early mathematics (Baroody, 2004; Sarama and Clements, 2009) and (b) the effect of beliefs on the implementation of mathematics instruction in the early childhood classroom (Copley and Padron, 1998). The Mathematical Development Beliefs Survey (MDBS) was developed to provide an instrument that measures beliefs that are known to affect implementation of mathematics in the early childhood classroom. The MDBS measures beliefs about the age-appropriateness and importance of the support of mathematical development in the preschool classroom. It also measures teachers’ beliefs about the locus of the generation of math knowledge (with the teacher or child, or both) and teachers’ confidence in related instruction. Researchers have repeatedly reported that these specific beliefs influence how and whether teachers implement instruction in their classrooms (Copley, 2004). While past studies on teacher beliefs have provided us with valuable information, validation of multiple dimensions of beliefs known to influence classroom teaching practices was not the primary purpose of these studies (Kowalski et al., 2001; LeFevre et al., 2009). This study’s contribution to the field is a psychometrically evaluated survey instrument that measures early childhood teachers’ beliefs about mathematics teaching and learning in the preschool classroom. Beliefs serve as a filter for teachers’ teaching experiences and actions (Hofer, 2001) and are not easily measured as they are not visible and may not be explicitly known to the individual who holds them. One way of understanding a person’s beliefs is to provide him or her with statements from which beliefs can be inferred, providing an opportunity to express degree of agreement or disagreement (Pajares, 1992). For example, if a teacher strongly agrees that children primarily learn through didactic mathematics teaching at the chalkboard, it could be inferred that he or she more than likely believes that teachers hold a great deal of the responsibility for the generation of children’s mathematical knowledge in the classroom setting. Beliefs directly affect teachers’ classroom practices from curriculum implementation to changes in pedagogy (Fang, 1996; Kagan, 1992). It has been suggested that if any professional development, intervention, or preservice course is to be successful, then teachers must “buy into” the program. Increasing teacher support for children’s mathematical development requires more than just presenting new curricula to teachers (Klein et al., 2011). Program administrators and instructors need to understand the beliefs of the teacher population they serve in order to design effective courses that address content, beliefs, and pedagogy. Researchers need to ascertain if teachers’ beliefs have changed through educational program in order to evaluate the impact of the program on teachers’ beliefs and practices. The aim of this study is to investigate the preschool teachers’ efficacy beliefs on teaching mathematics. Also, this study will reveal that preschool teachers’ years of experience are whether important factor teaching mathematics. 2.Methods 2.1. Model of the study The research of the study is survey model. Survey model is suitable for researches which purpose to describe a situation that exists in the past or currently (Karasar, 2003). In addition, the research findings were obtained by means of a quantitative approach. In this study, preschool teachers’ efficacy beliefs on mathematics were examined.


2.2. Group of the study The participants included in this study were preschool teachers enrolled in Ministry of Education. The samples were selected by the use of random sampling technique from Sakarya and Istanbul. As a result, 95 preschool teachers were participated in the data collection. 2.3. Data collection tools In the research, Teaching Mathematics Efficacy Belief Instrument /Scale (TMEBI/TMEBS) was used. It is a 5point Likert scale with 21 items, developed by Larry G.Enochs, Phillip L.Smith and DeAnn Huinker (2000) and adapted to Turkish (TMEBS) by Takunyaci & Aydin (2013). MTEBS consists of 21 items, 13 items on the personal mathematics teaching efficacy (PMTE) subscale and 8 items on the mathematics teaching outcome expectancy (MTOE) subscale. Possible scores on the PMTE scale range from 13 to 65; MTOE scores may range from 8 to 40. For the final PMTE, five items were written in a positive orientation and eight were written negatively. The final MTOE included all eight positively worded items. Negatively worded items were receded for the analysis. Reliability analysis produced an alpha coefficient of internal consistency (Cronbach alpha) of .91 for the MTBEI scale. 2.4. Procedure The aim of this study is to determine the efficacy beliefs of preschool teachers’ towards teaching mathematics. To this end, the TMEBS was administered to 95 preschool teachers. 2.5. The analysis of the data Quantitative techniques were used in the analysis of data generated by TMEBS . In presenting the mean scores and standard deviations, descriptive statistics to determine efficacy beliefs of preschool teacherson teaching mathematics. Data were analyzed by using the SPSS 18.0 statistics programme and presented in tables. 3. Results As a result of the data analysis, the findings on problem and sub-problems of the research are summarized under this heading. Research Question 1: What are the efficacy beliefs of preschool teachers’ on Personal Mathematics Teaching Efficacy and Mathematics Teaching Outcome Expectancy? Analyzing the Table 1, the response percentage of the most important expressions are given.43.2% of the teachers agreedthat a student does better than usual in mathematics, if the teacher exerted a little extra effort. Also, 33.7% of the teachers indicated that they find better ways to teach mathematics.27.4% of the subjects disagreed thatthey would not teach mathematics even if they try very hard. Also, 24.2% of the teachers strongly agreed that if mathematics grades of students improve, it is often due to their teacher having found a more effective teaching approach.42.1% of the subjects disagreed that they know how to teach mathematics concepts effectively. Also, 27.4% of the teachers agreed that students' achievement in mathematics is directly related to their teacher's effectiveness in mathematics teaching. Lastly, 62.1% of the subject strongly agreed that they would generally teach mathematics ineffectively.

675

676


4 5 6 7 8 9 10 11 12

Mathematics Teaching Outcome Expectancy

13 14 15 16 17 18 19 20 21

ഥ ࢄ

%

ഥ ࢄ

%

ഥ ࢄ

%

2.87

11.6

43.2

21.1

16.8

7.4

3.33

33.7

17.9

5.3

25.3

17.9

3.53

6.3

14.7

25.3

27.4

26.3

2.64

24.2

24.2

22.1

22.1

7.4

3.40 3.53

3.2 6.3

14.7 11.6

18.9 28.4

42.1 30.5

21.1 23.2

2.99

10.5

27.4

29.5

17.9

14.7

1.63

62.1

18.9

13.7

4.2

1.1

2.26

40.0

25.3

12.6

12.6

9.5

2.86

18.9

22.1

25.3

21.1

12.6

3.62

10.5

10.5

27.4

9.5

42.1

3.68

6.3

14.7

22.1

17.9

38.9

2.82

16.8

27.4

24.2

20.0

11.6

3.09

8.4

27.4

27.4

20.0

16.8

3.02

17.9

18.9

14.7

27.4

21.1

2.38 2.97

36.8 24.2

22.1 20.0

17.9 14.7

12.6 16.8

10.5 24.2

3.23

11.6

23.2

17.9

25.3

22.1

3.95

1.1

13.7

17.9

24.2

43.2

3.72 3.22

7.4 11.6

11.6 26.3

18.9 17.9

26.3 25.3

35.8 18.9

Strongly Disagree

Disagree

3

Uncertain

Personal Mathematics Teaching Efficacy

2

Agree

1

When a student does better than usual in mathematics, it is often because the teacher exerted a little extra effort. I will continually find better ways to teach mathematics. Even if I try very hard, I will not teach mathematics as well as I will most subjects. When the mathematics grades of students improve, it is often due to their teacher having found a more effective teaching approach. I know how to teach mathematics concepts effectively. I will not be very effective in monitoring mathematics activities. If students are underachieving in mathematics, it is most likely due to ineffective mathematics teaching. I will generally teach mathematics ineffectively. The inadequacy of a student's mathematics background can be overcome by good teaching. When a low-achieving child progresses in mathematics, it is usually due to extra attention given by the teacher. I understand mathematics concepts well enough to be effective in teaching elementary mathematics. The teacher is generally responsible for the achievement of students in mathematics. Students' achievement in mathematics is directly related to their teacher's effectiveness in mathematics teaching. If parents comment that their child is showing more interest in mathematics at school, it is probably due to the performance of the child's teacher. I will find it difficult to use manipulatives to explain to students why mathematics works. I will typically be able to answer students' questions. I wonder if I will have the necessary skills to teach mathematics. Given a choice, I will not invite the principal to evaluate my mathematics teaching. When a student has difficulty understanding a mathematics concept, I will usually be at a loss as to how to help the student understand it better. When teaching mathematics, I will usually welcome student questions. I do not know what to do to turn students on to mathematics.

Strongly Agree

Table 1. Item means and percentage responses of preschool teachers on TMEBS

Research Question 2: Do preschool teachers’ efficacy beliefs on teaching mathematics differ with respect to their years of teaching experience? Table 2. Kruskal-wallis test of preschool teachers’ efficacy beliefs on teaching mathematics based on their years of experience Sig. Years of Experience N Mean Rank p ࢄ૛ Difference 38 42,88 1-7 Personal Mathematics I-III 11.98 .003* 41 44,28 8-12 Teaching Efficacy II-III 16 69,69 13 and more 1-7 38 43,04 Mathematics Teaching I-III 8-12 41 44,94 9.87 .007* Outcome Expectancy II-III 13 and more 16 67,63 1-7 38 43,34 I-III 8-12 41 43,24 13.70 .001* Total Score II-III

13 and more 16 71,25 I: 1-7 Years of Experience, II: 8-12 Years of Experience, III: 13 and more Years of Experience


Table 2 shows that the Sig. values are less than .01. This implies that there is a significant difference in efficacy beliefs on teaching mathematics respect to their years of teaching experience. Mann Whitney U-test was used to determine observed significant differences between the groups by binary combinations. According to the results, between teachers who have “1-7 Years of Experience” and “13 and more Years of Experience”, there is a significant difference in favour of the teachers who have 13 and more Years of Experience in teaching. Also, teachers who have “8-12 Years of Experience” and “13 and more Years of Experience”, there is a significant difference in favour of the teachers who have 13 and more Years of Experience in teaching. The results revealed that years of experience in teaching mathematics for preschool teachers. 4. Discussion and conclusion NCTM (2000) has a vision for school mathematics in which all students are engaged in learning mathematics and are confident problem solvers, eagerly making conjectures and communicating about mathematics. Instructional behavior is influenced by teachers’ beliefs (Richardson, 1996). As a result, in trying to make NCTM’s vision a reality, teachers’ beliefs must be considered. The purpose of this study was to investigate the the preschool teachers’ efficacy beliefs on teaching mathematics. Also, this study will reveal that preschool teachers’ years of experience are whether important factor teaching mathematics. Findings indicated that teachers have low efficacy beliefs on teaching mathematics and most of the subject strongly agreed that they would generally teach mathematics ineffectively.Also, there was a significant difference amongst teachers’ efficacy beliefs on teaching mathematics and their years of experience in favor of preschool teachers who have 13 and more years experience in teaching. On the lights of these findings, in order to increase preschool teachers’ efficacy beliefs on teaching mathematics, teachers’ and students’ beliefs studies must be given importance. Considering beliefs about mathematics consist of a long period of time, it is recommended also teachers to develop students' mathematics-related beliefs on from primary school. References Baroody AJ (2004) The developmental bases for early childhood number and operations standards. In: Clements DH and Sarama J (eds) Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 173–219. Baroody AJ, Lai M and Mix K (2006) The development of young children’s early number and operation sense and its implications for early childhood education. In: Spodek B and Olivia S (eds) Handbook of Research on the Education of Young Children. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., pp. 187–221. Copley JV (2004) The early childhood collaborative: a professional development model to communicate and implement the standards. In: Clements D, Sarama J and DiBiase A-M (eds) Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics. Mahwah, NJ: Lawrence Erlbaum Associates, pp. 401–414. Copley JV and Padron Y (1998) Preparing teachers of young learners: professional development of early childhood teachers in mathematics and science. Forum on Early Childhood Science, Mathematics, and Technology Education. Washington, DC: American Association for the Advancement of Science. Available at: http://www.project2061.org/publications/earlychild/online/fostering/copleyp.htm Duncan GJ, Claessens A, Huston AC, et al. (2007) School readiness and later achievement. Developmental Psychology 43: 1428–1446. Enochs, L., Smith, P. L. and Huinker, D., 2000. Establishing Factorial Validity of the Mathematics Teaching Efficacy Beliefs Instrument. School Science and Mathematics, 100(4), 194–202. Fang Z (1996) A review of research on teacher beliefs and practices. Educational Research 38: 47–66. Geary DC (2000) From infancy to adulthood: the development of numerical abilities. European Child & Adolescent Psychiatry 9: II11–II16. Ginsburg HP, Kaplan R, Cannon J, et al. (2006) Helping early childhood educators to teach mathematics. In: Zaslow M and Martinez-Beck I (eds) Critical Issues in Early Childhood Professional Development. Baltimore, MD: Paul H. Brookes, pp. 171–202. Hofer BK (2001) Personal epistemology research: implications for learning and teaching. Journal of Educational Psychology Review 13: 353– 383. Jordan NC, Kaplan D, Ramineni C, et al. (2009) Early math matters: kindergarten number competence and later mathematics outcomes. Developmental Psychology 45: 850–867. Kagan DM (1992) Implication of research on teacher belief. Educational Psychologist 27: 65–90.

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