Early childhood educators' math anxiety and its relation to their frequency of pedagogic actions was examined through a questionnaire completed by 352 participants (aged 21-65) representative of the Swedish municipality where the study was conducted. Our sample contained 189 certified preschool teachers and 163 preschool caregivers who…

Increasing number of studies have revealed that teachers' math anxiety is related to the use of less effective pedagogical practices, which can lead to reduced math achievement among elementary school students. Children's math experience begins before formal schooling. However, there is limited information about the effect of preschool teachers'…

Only a limited number of research has examined preservice preschool teachers' attitudes toward and beliefs about teaching mathematics, likely because there are no instruments aimed at preschool settings that have appropriately established psychometric properties. In the current study, we addressed this deficit and aimed to adapt the Preschool…

This study investigated the effect of the use of content-specific material-based activities on children's mathematical skills, and changes in emotions for both sides with the help of math workstations to serve as responsive partners in delivering quality mathematics education to children and teachers. A total of 20 female kindergarten teachers and…

The present study investigated the development of n = 129 early childhood teachers' mathematics content knowledge, mathematics pedagogical content knowledge, mathematics anxiety, and enjoyment of mathematics over 4 years from teacher training to practice. Latent autoregressive models with cross-lagged effects were applied. Scalar measurement…

This study aims to investigate whether there is an effect of anxiety and motivation, and if so, the level of this effect on students' mathematics achievement in the transition test from middle school to high school. In this research, anxiety and motivation levels of the students were examined together with variables such as gender, pre-school…

Although early childhood and elementary educators teach mathematics to children, many of them possess negative attitudes and beliefs about mathematics such as math anxiety and low mathematics self-concept. Understanding how those attitudes and beliefs developed is critical in order to effect change. This study explored the mathematics experience…

This study explored the relationship between math anxiety and perceived self-efficacy for teaching mathematics in preschool teachers. Perceptions of and attributions for the teachers' perceived math anxiety and perceived self-efficacy for teaching mathematics were also explored. The study employed a mixed-method design consisting of both…

Early childhood and elementary preservice teachers often fear mathematics, find it irrelevant, have mathematics anxiety, hold negative self-perceptions, and have low mathematics achievement. This study investigates the influence of an identity exploration intervention on preservice teachers' mathematics identities during a college Algebra course…

Children's early numeracy knowledge predicts later academic performance, yet many children do not experience optimal math instruction. This study investigated the impact of academic service-learning (ASL) in an early childhood teacher preparation math course and answered the following research question: Was the ASL experience effective in…

This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in…

In recent years, compelling research has found that mastery of early math concepts at a preschool level is a better predictor of later academic outcomes than literacy. Partly driven by these findings, increasing attention is being focused on improving math pedagogy at the preschool level. The issue has assumed added urgency as a result of…

This action research project is designed as a music-based intervention to address and overcome some of the risk factors for low achievement in mathematics that research has linked to poverty level. The National Assessment of Educational Progress found that children who are eligible for school lunch programs in 4th grade score on average 13 points…