An Exploratory Study on the Attitudes towards Mathematical Knowledge of Early Childhood Education Teachers

Abstract: This article aims to present the results of an investigation on the attitudes of early childhood education teachers towards working with mathematical knowledge. In this study, 115 kindergarten teachers participated, who responded to a scale of attitudes towards working with mathematical knowledge in kindergarten. In this group, 55 teachers responded to a questionnaire. The analysis of the data showed that the majority of the teachers who answered the scale of attitudes tend to have more negative attitudes; however, the qualitative analysis of the questionnaires revealed more positive attitudes. In addition, it pointed out that the positive experiences in relation to mathematics had greater influence on the formation of the teachers' attitudes, whereas the negative experiences served as examples of practices to be put aside in their teaching activities.

摘要：本研究旨在探究幼儿教育教师对开展数学知识教学工作的态度，并呈现相关调查结果。本研究共有115名幼儿园教师参与，他们完成了针对幼儿园阶段数学知识教学态度的量表调查；其中55名教师额外填写了问卷。数据分析结果显示，完成态度量表的教师群体中，多数呈现出较为消极的教学态度；然而对问卷的质性分析则揭示出更为积极的态度倾向。此外，研究指出，与数学相关的积极经历对教师态度的形成具有更大影响，而消极经历则成为其教学活动中应予摒弃的实践案例。