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An Exploratory Study of Preschool Teachers' Perceived Knowledge, Behaviors and Attitudes/Beliefs Regarding the National Council of Teachers of Mathematics (NCTM) Process Standards

Stoll, Julia A
http://rave.ohiolink.edu/etdc/view?acc_num=kent1426761388

Abstract Details

2015, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
The purpose of this study was to find out what preschool teachers know about the NCTM Process Standards. A 56 item survey instrument was designed to assess, a) teachers’ perceived content and pedagogical content knowledge, b) teachers’ reported behaviors, and c) teachers’ attitudes and beliefs, all regarding the value and importance of the mathematics processes in preschool settings. The recommendation in the literature is that quality mathematics instruction is important in preschool and should include a focus on these processes. There were 217 preschool teachers in the state of Ohio that completed the online survey. Data analysis revealed areas where teachers would benefit from more professional development opportunities. Teachers have some knowledge of the mathematics processes but not a strong knowledge base. They had the most knowledge of mathematical connections and least knowledge of problem solving. A look at reported behaviors revealed that teachers promote representation of mathematical ideas the least, and for attitudes/beliefs teachers are least confident with reasoning & proof and representation. There was a meaningfully significant correlation between teachers’ reported behaviors and attitudes/beliefs. Further analyses indicated that teachers with a state teaching license had more knowledge of the processes, particularly for reasoning & proof and representation. Also, work setting did have an affect on teacher behaviors with significant differences found between teachers who work in Head Start programs and teachers in public school settings, with Head Start teachers reporting more frequent behaviors that promote the mathematics processes.
Anne Reynolds, PhD (Committee Chair)
Karl Kosko, PhD (Committee Member)
Karen Kritzer, PhD (Committee Member)
249 p.
Early Childhood Education; Mathematics Education; Preschool Education; Teacher Education
mathematics; preschool; NCTM Process Standards; survey; Pre-K; mathematics processes; quantitative study; psychometrics

Recommended Citations

Citations

  • Stoll, J. A. (2015). An Exploratory Study of Preschool Teachers' Perceived Knowledge, Behaviors and Attitudes/Beliefs Regarding the National Council of Teachers of Mathematics (NCTM) Process Standards [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426761388

    APA Style (7th edition)

  • Stoll, Julia. An Exploratory Study of Preschool Teachers' Perceived Knowledge, Behaviors and Attitudes/Beliefs Regarding the National Council of Teachers of Mathematics (NCTM) Process Standards. 2015. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1426761388.

    MLA Style (8th edition)

  • Stoll, Julia. "An Exploratory Study of Preschool Teachers' Perceived Knowledge, Behaviors and Attitudes/Beliefs Regarding the National Council of Teachers of Mathematics (NCTM) Process Standards." Doctoral dissertation, Kent State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1426761388

    Chicago Manual of Style (17th edition)

kent1426761388
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© 2015, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.