Research Article
Okul Öncesi Öğretmen ve Öğretmen Adaylarının Matematiksel Gelişime İlişkin İnançlarının Karşılaştırılması
Abstract
Bu çalışmada, okul öncesi
öğretmen ve öğretmen adaylarının matematiksel gelişime ilişkin inançları ve bu inançların
benzerlik ve farklılıklarının karşılaştırılması amaçlanmıştır. Tarama modelli
betimsel bir çalışma olan bu araştırmada veri toplama aracı olarak Platas
(2015) tarafından geliştirilen orijinal adı The Mathematical Development
Beliefs Survey (MDBS) olan Türkçe’ye Matematiksel Gelişim İnanç Ölçeği (MGİÖ)
olarak çevrilen ölçme aracı kullanılmıştır. Araştırmanın çalışma grubunu 200
öğretmen adayı ve 200 öğretmen oluşturmuştur. Kişisel bilgiler ve okul öncesi
öğretmen ile öğretmen adaylarının inançlarının belirlenmesi ile ilgili analizlerde
betimsel istatistikler kullanılmıştır. Öğretmen ve öğretmen adaylarının
inançlarının ikili karşılaştırmalarında Mann Whitney U Testi; öğretmenlerin
matematiksel gelişime ilişkin inançlarının yaşa, çalıştıkları okul türüne,
öğrenim durumuna, mesleki deneyim süresine ve öğretmen adaylarının inançlarının
sınıf düzeyine göre farklılaşıp farklılaşmadığını belirlemek için ise Kruskal
Wallis H Testi kullanılmıştır. Araştırmanın sonucunda öğretmenlerin ve öğretmen
adaylarının matematiksel gelişime ilişkin inançları arasında istatistiksel
olarak anlamlı bir fark olduğu ve öğretmen adaylarının ölçeğin alt boyutları (Okul
Öncesi Eğitimin Başlıca Amacı Olarak Matematiksel Gelişim, Matematik
Eğitimindeki Güven ve Matematik Öğretiminin Yaş Uygunluğu) ile ilgili
inançlarının öğretmenlerin inançlarından daha yüksek olduğu bulunmuştur.
Öğretmenlerin matematiksel gelişime ilişkin inançlarının genel olarak orta
düzeyin biraz altında; öğretmen adaylarının matematiksel gelişime ilişkin
inançlarının ise orta düzeyin üzerinde olduğu bulunmuştur. Öğretmenlerin inançlarının
yaşa, çalıştıkları okul türüne, öğrenim durumuna ve mesleki deneyim süresine göre
anlamlı bir farklılık göstermediği bulunurken; öğretmen adaylarının
inançlarının sınıf düzeyine göre anlamlı farklılık gösterdiği sonucuna
ulaşılmıştır.
References
- Adnan, M., Zakaria, E., & Maat, S. M. (2012). Relationship between mathematics beliefs, conceptual knowledge and mathematical experience among pre-service teachers. Procedia-Social and Behavioral Sciences, 46, 1714-1719. Akman, B. (2002). Okulöncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248. Aslan, D. (2013). A comparison of pre-and in-service preschool teachers’ mathematical anxiety and beliefs about mathematiıcs for young children. Academic Research International, 2 (4), 225-230. Aydın, S. (2009). Okul öncesi eğitimcilerinin matematik öğretimiyle ilgili düşünceleri ve uygulamalarının değerlendirilmesi. Yayımlanmamış yüksek lisans tezi. Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon. Baroody, A. J, Lai, M, & 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., 187–221. Benbow, R. M. (1995). Mathematical beliefs in an early teaching experience. Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (ERIC Document 391662). Black, K. L. (2015). Mathematics beliefs and teaching practices of preschool teachers (Doctoral dissertation, Northern Illinois University). Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for research in mathematics education, 23(3), 194-222. Brown, E. T. (2003). The influence of teachers' efficacy and beliefs on mathematics instruction in the early childhood classroom (Doctoral dissertation, University of Louisville). Brown, E. T., Molfese, V. J., & Molfese, P. (2008). Preschool student learning in literacy and mathematics: Impact of teacher experience, qualifications, and beliefs on an at-risk sample. Journal of Education for Students Placed at Risk, 13, 106–126. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırmanın temelleri. Nicel Araştırmalar. Ankara: Pegem Akademi. Cady, J. A., & Rearden, K. (2007). Pre‐service teachers' beliefs about knowledge, mathematics, and science. School Science and Mathematics, 107(6), 237-245. Chen, J. Q., McCray, J., Adams, M., & Leow, C. (2014). A survey study of early childhood teachers’ beliefs and confidence about teaching early math. Early Childhood Education Journal, 42 (6), 367-377. Clements, D. H., & Sarama, J. (2004). Engaging young children in mathematics: standards for early childhood mathematics education. London: Lawrence Erlbaum Associates, Publishers. Clements, D. H., & Sarama, J. (2007). Early childhood mathematics learning. In: Lester FK (ed.) Second Handbook of Research on Mathematics Teaching and Learning. Charlotte, NC: Information Age Publishing, 461–555. Copley, J. V. (2004). The early childhood collaborative: A professional development model to communicate and implement the standards. Engaging young children in mathematics: Standards for early childhood mathematics education, 401-414. Çalıkoğlu- Bali, G., Kayhan, M., & Polat, Z. S. (2004). Okul Öncesi Öğretmen Adaylarının Matematik Hakkındaki İnançları. [Çevrim-içi: http://www.matder.org.tr/index.php?option=com_content&view=article&id=75:okul-oncesi-ogretmen-adaylarinin-matematik-hakkindaki-inanclari-&catid=8:matematik-kosesi makaleleri&Itemid=172], Erişim tarihi: 10 Temmuz 2017. Darling-Hammond, L. (2000). How teacher education matters. Teaching and Teacher Education, 51, 166–173. Duatepe Paksu, A. (2008). Comparing teachers’ beliefs about mathematics in terms of their branches and gender. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35 (35), 87-97. Eliason, C., & Jenkins, L. (2003). A practical guide to early childhood curriculum. Ohio: Merrill Prentice Hall. Emenaker, C. (1996). A problem‐ solving based mathematics course and elementary teachers' beliefs. School Science and Mathematics, 96 (2), 75-84. File, N., & Gullo, D. F. (2002). A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices. Early Childhood Research Quarterly, 17 (1), 126-137. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Boston: Allyn-Bacon. Güven, Y. (2000). Erken çocukluk döneminde sezgisel düşünme ve matematik. İstanbul: YA-PA Yayın Pazarlama. Güven, B., Öztürk, Y., Karataş, İ., Arslan, S., & Şahin, F. (2012, Haziran). Okul Öncesi Öğretmenlerinin Matematik Öğrenme ve Öğretmeye Yönelik İnançlarının Sınıf Ortamına Yansımaları. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde, Türkiye. Ginsburg, H. P., Kaplan, R. G., Cannon, J., Cordero, M. I., Eisenband, J. G., Galanter, M., & Morgenlander, M. (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, 171–202. Hachey, A. C. (2013). Teachers’ beliefs count: Teacher beliefs and practice in early childhood mathematics education (ECME). Research Article, 16 (3), 77-85. Haylock, D., & Cockburn, A. (2014). Küçük çocuklar için matematiği anlamak (Çev. Zuhal Yılmaz). Ankara: Nobel Akademik Yayıncılık. Karakuş, H., & Akman, B. (2017). Okul öncesi öğretmenlerinin matematiksel gelişime ilişkin inançları ile çocukların matematik kavram kazanımları arasındaki ilişkinin incelenmesi. Ö. Demirel & S. Dinçer (Eds.), İçinde Küreselleşen Dünyada Eğitim. (713-722). Ankara: Pegem Akademi. Karakuş, H., Akman, B., & Ergene, Ö. (2018). Matematiksel Gelişim İnanç Ölçeği’ni Türkçe’ye uyarlama çalışması. Pegem Eğitim ve Öğretim Dergisi, 8(2), 211-228. https://doi.org/https://doi.org/10.14527/pegegog.2018.009 Karataş, I., Güven, B., Öztürk, Y., Arslan, S., & Gürsoy, K. (2017). Investigation of Pre-School Teachers' Beliefs about Mathematics Education in Terms of Their Experience and Structure of Their Education. Eurasia Journal Of Mathematics, Science & Technology Education, 13(3). Kim, I. H. (2013). Preschool teachers' knowledge of children's mathematical development and beliefs about teaching mathematics (Order No. 3648178). Available from ProQuest Dissertations & Theses Global. (1649178807). Retrieved from https://search.proquest.com/docview/1649178807?accountid=8403 Kloosterman, P., & Cougan, M. C. (1994). Students' beliefs about learning school mathematics. The Elementary School Journal, 94(4), 375-388. Lee, J. S., & Ginsburg, H. P. (2007a). What is appropriate mathematics education for four-year-olds? Pre-kindergarten teachers' beliefs. Journal of Early Childhood Research, 5 (1), 2-31. Lee, J. S., & Ginsburg, H. P. (2007b). Preschool teachers’ beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children. Early Education and Development 18, 111–143. Lee, K. H., & Sriraman, B. (2011). Conjecturing via reconceived classical analogy. Educational Studies in Mathematics, 76 (2), 123-140. Markovits, Z. (2011). Beliefs hold by pre-school prospective teachers toward mathematics and its teaching. Procedia Social and Behavioral Sciences, 11, 117-121. McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7.th Ed.). Boston: Pearson. MEB, (2013). Okul Öncesi Eğitim Programı. Http://Tegm.Meb.Gov.Tr/Dosya/Okuloncesi/Ooproram. Erişim tarihi: 10 Aralık 2016. National Association for the Education of Young Children (NAEYC). (2008). Early childhood mathematics: Promoting good beginnings. Washington, DC: NAEYC. National Council of Teachers of Mathematics. (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council. (NRC) (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: National Academy Press. Oktay, A. (1999). Yaşamın sihirli yılları: Okul öncesi dönem. İstanbul: Epsilon Yayıncılık. Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teacher's pedagogical content beliefs in mathematics. Cognition and Instruction, 6 (1), 1-40. Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. Second Handbook of Research on Mathematics Teaching and Learning, 1, 257-315. Platas, L. M. (2015). The Mathematical Development Beliefs Survey: Validity and reliability of a measure of preschool teachers' beliefs about the learning and teaching of early mathematics. Journal of Early Childhood Research, 13 (3), 295-310. Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge. Sarama, J., DiBiase, A.-M., Clements, D. H., & Spitler, M. E. (2004). The professional development challenge in preschool mathematics. In: Clements, D. H., Sarama, J. and DiBiase, A-M. (eds), Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 415–446. Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17 (2), 213-226. Szekely, A. (2014). Unlocking Young Children's Potential: Governors' Role in Strengthening Early Mathematics Learning. NGA Paper. NGA Center for Best Practices. Şeker, P. T. & Alisinanoğlu, F. (2015). A survey study of the effects of preschool teachers’ beliefs and self-efficacy towards mathematics education and their demographic features on 48-60 month-old preschool children’s mathematic skills. Creative Education, 6, 405-414. Şenler, B. (2017). Fen bilgisi öğretmen adaylarının fen öğretimine yönelik öz-yeterlik inançları ile bilimsel sorgulamaya ilişkin görüşlerinin incelenmesi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59. Takunyaci, M. & Takunyaci, M. (2014). Preschool teachers’ mathematics teaching efficacy belief. Procedia-Social and Behavioral Sciences, 152, 673-678. Tarım, K., & Bulut, M. S. (2006). Okulöncesi öğretmenlerinin matematik ve matematik öğretimine ilişkin algı ve tutumları. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(32), 152-164. Taşkın, N., & Tuğrul, B. (2014). Investigating preschool teacher candidates’ mathematics literacy self-sufficiency beliefs on various variables. Procedia-Social and Behavioral Sciences, 116, 3067-3071. Tokgöz, B. (2006). Okulöncesi öğretmenlerinin erken matematik eğitimi ile ilgili tutumları ve yeterliklerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi. Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Wacc, N. N., & Bright, G. W. (1999). Elementary preservice teachers' changing beliefs and instructional use of children's mathematical thinking. Journal for research in mathematics education, 89-110. Warfield, J., Wood, T., & Lehman, J. D. (2005). Autonomy, beliefs and the learning of elementary mathematics teachers. Teaching and Teacher Education, 21 (4), 439-456. Wilkins, J. L. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11 (2), 139–164. Zacharos, K., Koliopoulus, D., Dokimaki, M., & Kossoumi, H. (2007). View of prospective early childhood education teachers, towards mathematics and its instruction. European Journal of Teacher Education, 30 (3), 305-318.
The Comparison of Preschool Teacher and Teacher Candidates’ Beliefs Regarding Mathematical Development
Abstract
In this study, it was aimed to determine the similarities
and differences between preschool teachers and teacher candidates’ beliefs
regarding of mathematical development. In this study, screening model was used
which is one of the descriptive study models. As a data collecting tool,
Mathematical Development Beliefs Scale (MDBS) was used which is developed by
Platas (2015) and it is translated into Turkish. The sample of the study
consisted of 200 teacher candidates and 200 teachers. Descriptive statistics
were used in the analyzes such as personal information and beliefs of preschool
teachers and teacher candidates. Bilateral comparisons of the beliefs of
teacher and teacher candidates were analyzed through Mann Whitney U Test. Kruskal
Wallis H Test was used to determine whether teachers' beliefs about
mathematical development differ according to age, type of school they study, educational
status, professional experience and whether teacher candidates' beliefs about
mathematical development differ according to class level. As a result of the
research, found that there is a statistically significant difference between
the teachers' and teacher candidates' beliefs about mathematical development
and the teacher candidates' beliefs about the sub-dimensions of the scale
(Mathematical Development
as Primary Goals of Preschool
Education, Confidence in Mathematics Instruction and Age-Appropriateness of
Mathematics Instruction) were higher than the teachers' beliefs. Teachers' beliefs
about mathematical development were found to be slightly below the medium level
in general; however, it was found that pre-service teachers' beliefs about
mathematical development were above the middle level. However, it was found
that teachers' beliefs did not show a significant difference according to their
age, type of school they study, educational status and professional experience
period, it was found that teacher candidates’ beliefs differed significantly
according to their class level.
References
- Adnan, M., Zakaria, E., & Maat, S. M. (2012). Relationship between mathematics beliefs, conceptual knowledge and mathematical experience among pre-service teachers. Procedia-Social and Behavioral Sciences, 46, 1714-1719. Akman, B. (2002). Okulöncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248. Aslan, D. (2013). A comparison of pre-and in-service preschool teachers’ mathematical anxiety and beliefs about mathematiıcs for young children. Academic Research International, 2 (4), 225-230. Aydın, S. (2009). Okul öncesi eğitimcilerinin matematik öğretimiyle ilgili düşünceleri ve uygulamalarının değerlendirilmesi. Yayımlanmamış yüksek lisans tezi. Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon. Baroody, A. J, Lai, M, & 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., 187–221. Benbow, R. M. (1995). Mathematical beliefs in an early teaching experience. Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (ERIC Document 391662). Black, K. L. (2015). Mathematics beliefs and teaching practices of preschool teachers (Doctoral dissertation, Northern Illinois University). Borko, H., Eisenhart, M., Brown, C. A., Underhill, R. G., Jones, D., & Agard, P. C. (1992). Learning to teach hard mathematics: Do novice teachers and their instructors give up too easily? Journal for research in mathematics education, 23(3), 194-222. Brown, E. T. (2003). The influence of teachers' efficacy and beliefs on mathematics instruction in the early childhood classroom (Doctoral dissertation, University of Louisville). Brown, E. T., Molfese, V. J., & Molfese, P. (2008). Preschool student learning in literacy and mathematics: Impact of teacher experience, qualifications, and beliefs on an at-risk sample. Journal of Education for Students Placed at Risk, 13, 106–126. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırmanın temelleri. Nicel Araştırmalar. Ankara: Pegem Akademi. Cady, J. A., & Rearden, K. (2007). Pre‐service teachers' beliefs about knowledge, mathematics, and science. School Science and Mathematics, 107(6), 237-245. Chen, J. Q., McCray, J., Adams, M., & Leow, C. (2014). A survey study of early childhood teachers’ beliefs and confidence about teaching early math. Early Childhood Education Journal, 42 (6), 367-377. Clements, D. H., & Sarama, J. (2004). Engaging young children in mathematics: standards for early childhood mathematics education. London: Lawrence Erlbaum Associates, Publishers. Clements, D. H., & Sarama, J. (2007). Early childhood mathematics learning. In: Lester FK (ed.) Second Handbook of Research on Mathematics Teaching and Learning. Charlotte, NC: Information Age Publishing, 461–555. Copley, J. V. (2004). The early childhood collaborative: A professional development model to communicate and implement the standards. Engaging young children in mathematics: Standards for early childhood mathematics education, 401-414. Çalıkoğlu- Bali, G., Kayhan, M., & Polat, Z. S. (2004). Okul Öncesi Öğretmen Adaylarının Matematik Hakkındaki İnançları. [Çevrim-içi: http://www.matder.org.tr/index.php?option=com_content&view=article&id=75:okul-oncesi-ogretmen-adaylarinin-matematik-hakkindaki-inanclari-&catid=8:matematik-kosesi makaleleri&Itemid=172], Erişim tarihi: 10 Temmuz 2017. Darling-Hammond, L. (2000). How teacher education matters. Teaching and Teacher Education, 51, 166–173. Duatepe Paksu, A. (2008). Comparing teachers’ beliefs about mathematics in terms of their branches and gender. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35 (35), 87-97. Eliason, C., & Jenkins, L. (2003). A practical guide to early childhood curriculum. Ohio: Merrill Prentice Hall. Emenaker, C. (1996). A problem‐ solving based mathematics course and elementary teachers' beliefs. School Science and Mathematics, 96 (2), 75-84. File, N., & Gullo, D. F. (2002). A comparison of early childhood and elementary education students’ beliefs about primary classroom teaching practices. Early Childhood Research Quarterly, 17 (1), 126-137. Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Boston: Allyn-Bacon. Güven, Y. (2000). Erken çocukluk döneminde sezgisel düşünme ve matematik. İstanbul: YA-PA Yayın Pazarlama. Güven, B., Öztürk, Y., Karataş, İ., Arslan, S., & Şahin, F. (2012, Haziran). Okul Öncesi Öğretmenlerinin Matematik Öğrenme ve Öğretmeye Yönelik İnançlarının Sınıf Ortamına Yansımaları. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde, Türkiye. Ginsburg, H. P., Kaplan, R. G., Cannon, J., Cordero, M. I., Eisenband, J. G., Galanter, M., & Morgenlander, M. (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, 171–202. Hachey, A. C. (2013). Teachers’ beliefs count: Teacher beliefs and practice in early childhood mathematics education (ECME). Research Article, 16 (3), 77-85. Haylock, D., & Cockburn, A. (2014). Küçük çocuklar için matematiği anlamak (Çev. Zuhal Yılmaz). Ankara: Nobel Akademik Yayıncılık. Karakuş, H., & Akman, B. (2017). Okul öncesi öğretmenlerinin matematiksel gelişime ilişkin inançları ile çocukların matematik kavram kazanımları arasındaki ilişkinin incelenmesi. Ö. Demirel & S. Dinçer (Eds.), İçinde Küreselleşen Dünyada Eğitim. (713-722). Ankara: Pegem Akademi. Karakuş, H., Akman, B., & Ergene, Ö. (2018). Matematiksel Gelişim İnanç Ölçeği’ni Türkçe’ye uyarlama çalışması. Pegem Eğitim ve Öğretim Dergisi, 8(2), 211-228. https://doi.org/https://doi.org/10.14527/pegegog.2018.009 Karataş, I., Güven, B., Öztürk, Y., Arslan, S., & Gürsoy, K. (2017). Investigation of Pre-School Teachers' Beliefs about Mathematics Education in Terms of Their Experience and Structure of Their Education. Eurasia Journal Of Mathematics, Science & Technology Education, 13(3). Kim, I. H. (2013). Preschool teachers' knowledge of children's mathematical development and beliefs about teaching mathematics (Order No. 3648178). Available from ProQuest Dissertations & Theses Global. (1649178807). Retrieved from https://search.proquest.com/docview/1649178807?accountid=8403 Kloosterman, P., & Cougan, M. C. (1994). Students' beliefs about learning school mathematics. The Elementary School Journal, 94(4), 375-388. Lee, J. S., & Ginsburg, H. P. (2007a). What is appropriate mathematics education for four-year-olds? Pre-kindergarten teachers' beliefs. Journal of Early Childhood Research, 5 (1), 2-31. Lee, J. S., & Ginsburg, H. P. (2007b). Preschool teachers’ beliefs about appropriate early literacy and mathematics education for low- and middle-socioeconomic status children. Early Education and Development 18, 111–143. Lee, K. H., & Sriraman, B. (2011). Conjecturing via reconceived classical analogy. Educational Studies in Mathematics, 76 (2), 123-140. Markovits, Z. (2011). Beliefs hold by pre-school prospective teachers toward mathematics and its teaching. Procedia Social and Behavioral Sciences, 11, 117-121. McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry (7.th Ed.). Boston: Pearson. MEB, (2013). Okul Öncesi Eğitim Programı. Http://Tegm.Meb.Gov.Tr/Dosya/Okuloncesi/Ooproram. Erişim tarihi: 10 Aralık 2016. National Association for the Education of Young Children (NAEYC). (2008). Early childhood mathematics: Promoting good beginnings. Washington, DC: NAEYC. National Council of Teachers of Mathematics. (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. National Research Council. (NRC) (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: National Academy Press. Oktay, A. (1999). Yaşamın sihirli yılları: Okul öncesi dönem. İstanbul: Epsilon Yayıncılık. Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teacher's pedagogical content beliefs in mathematics. Cognition and Instruction, 6 (1), 1-40. Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. Second Handbook of Research on Mathematics Teaching and Learning, 1, 257-315. Platas, L. M. (2015). The Mathematical Development Beliefs Survey: Validity and reliability of a measure of preschool teachers' beliefs about the learning and teaching of early mathematics. Journal of Early Childhood Research, 13 (3), 295-310. Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge. Sarama, J., DiBiase, A.-M., Clements, D. H., & Spitler, M. E. (2004). The professional development challenge in preschool mathematics. In: Clements, D. H., Sarama, J. and DiBiase, A-M. (eds), Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 415–446. Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17 (2), 213-226. Szekely, A. (2014). Unlocking Young Children's Potential: Governors' Role in Strengthening Early Mathematics Learning. NGA Paper. NGA Center for Best Practices. Şeker, P. T. & Alisinanoğlu, F. (2015). A survey study of the effects of preschool teachers’ beliefs and self-efficacy towards mathematics education and their demographic features on 48-60 month-old preschool children’s mathematic skills. Creative Education, 6, 405-414. Şenler, B. (2017). Fen bilgisi öğretmen adaylarının fen öğretimine yönelik öz-yeterlik inançları ile bilimsel sorgulamaya ilişkin görüşlerinin incelenmesi. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 3(2), 50-59. Takunyaci, M. & Takunyaci, M. (2014). Preschool teachers’ mathematics teaching efficacy belief. Procedia-Social and Behavioral Sciences, 152, 673-678. Tarım, K., & Bulut, M. S. (2006). Okulöncesi öğretmenlerinin matematik ve matematik öğretimine ilişkin algı ve tutumları. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(32), 152-164. Taşkın, N., & Tuğrul, B. (2014). Investigating preschool teacher candidates’ mathematics literacy self-sufficiency beliefs on various variables. Procedia-Social and Behavioral Sciences, 116, 3067-3071. Tokgöz, B. 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