Syfte
The study investigates the feelings kindergarten teachers have about mathematics. The research questions are: 1) What type of feelings about mathematics do Swedish kindergarten teachers express and what characterises these feelings when there is a static and a dynamic view? 2) What differences exist in the feelings about mathematics when compared to a) educational background and b) work experience?
Resultat
The results show that a majority of kindergarten teachers stated that they were positive towards mathematics. According to the statistical analysis, neither educational background nor work experience influenced the kindergarten teachers’ point of view. At the same time, the results of the qualitative analysis show that some kindergarten teachers changed their feelings about mathematics over time, with more experience, more education and/or a new setting, such as a new curriculum. They expressed a dynamic view where they had previously been negative, but now had become more positive towards mathematics.
Design
The data material consists of responses to a questionnaire that was sent out to kindergarten teachers in 25 kindergartens in six Swedish municipalities. The municipalities were chosen on the basis of geography and size, while the kindergartens were chosen randomly. The study focuses on one question in particular from the questionnaire: ‘How would you describe your relationship (including feelings) to mathematics?’ A total of 157 kindergarten teachers responded to the questionnaire (a response rate of 62 percent).
Referenser
Sumpter, L. (2020). “Preschool Educators’ Emotional Directions Towards Mathematics”. International Journal of Science and Mathematics Education, 18:1169–1184.