The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this st...The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.展开更多
文摘The purpose of the study was to evaluate Jamaican early childhood pre-service teachers’attitudes towards mathematics.The study is designed according to the quantitative survey model in the descriptive type.In this study,a modified version of the Fennema-Sherman mathematics attitude scale was used to measure the mathematics attitude of 144 early childhood pre-service teachers in four different categories of the attitude scale(mathematics usefulness,confidence in learning mathematics,mathematics anxiety,and mathematics motivation).The data were collected from participants in the five teachers’colleges that offer the early childhood education program in Jamaica.The findings revealed that Jamaican early childhood pre-service teachers generally have a more positive attitude towards mathematics.A comparison among the different year groups revealed that a significantly greater percentage of the Year two group of participants possessed a more positive mathematics attitude than the other year groups.A significantly higher percentage of the Year three group indicated that they do not want to teach the subject in the future.The findings have implications for the teaching and learning of mathematics in the early childhood education program in Jamaica and,by extension,the teaching and learning of mathematics at the early childhood level of the education system.
