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  Partner: UNT Libraries
 Department: Department of Counseling and Higher Education
 Decade: 1990-1999
 Degree Level: Doctoral
 Collection: UNT Theses and Dissertations
Revealing what urban early childhood teachers think about mathematics and how they teach it: Implications for practice

Revealing what urban early childhood teachers think about mathematics and how they teach it: Implications for practice

Date: December 1999
Creator: Hare, Addie Y. V. McGriff
Description: Hersh (1986) states, "One's conception of what mathematics is affects one's conception of how it should be presented. One's manner of presenting it is an indication of what one believes to be most essential in it." In this research study, three hundred ninety-seven urban early childhood teachers were given a survey that examined their attitudes toward mathematics and mathematics teaching, their views of mathematics, views of teaching mathematics, and views of children learning mathematics. The purpose of this study was to identify the attitudes and beliefs of early childhood teachers in two urban school districts to determine if mathematics reform efforts made a difference in teachers' attitudes and beliefs about mathematics and its teaching. Questionnaires were mailed directly to teachers in one school district and principals distributed questionnaires in the other. Summary scores were calculated for parts of the instrument. The researcher performed descriptive statistics, comparative analysis, and conducted frequency distributions, t-tests, ANOVA, and Pearson Correlations. Findings revealed that teachers with 30 or more years of teaching experience had more positive attitudes toward mathematics than teachers with 1-3 years of experience. African American teachers had more positive attitudes toward mathematics and its teaching than other ethnic groups. Teachers who held ...
Contributing Partner: UNT Libraries