Malaysian teachers' perceptions on teaching early mathematics

被引：0
|
作者：
Ghazali, Munirah [1 ,2 ]
Mustafa, Zainun [2 ,3 ]
Ahmad Rashid, Rabiatul Adawiyah [2 ]
Amzah, Fadzilah [2 ]
Harun, Jamilah [2 ,4 ]
Mohamad Ashari, Zakiah [5 ]
机构：
[1] Albukhary Int Univ, Alor Setar, Malaysia
[2] Univ Sains Malaysia, Minden, Malaysia
[3] Univ Pendidikan Sultan Idris, Tanjung Malim, Malaysia
[4] IPG Kampus Sultan Abdul Halim, Sungai Petani, Malaysia
[5] Univ Teknol Malaysia, Johor Baharu, Malaysia
来源：
EDUCATION 3-13 | 2024年 / 52卷 / 04期
关键词：
numeracy; preschool; early education; number sense; teacher perspectives; DECISION-MAKING; CLASSROOM; EDUCATION; KNOWLEDGE; EFFICACY; ANXIETY; MODEL;
D O I：
10.1080/03004279.2022.2138490
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Teachers' perceptions of their teaching and learning activities are critical, especially given that the Malaysian preschool curriculum has undergone multiple revisions recently. The purpose of this study was to measure Malaysian teachers' perceptions on teaching early mathematics. The study aimed to assess teachers' perception of six constructs, namely, (1) knowledge about early mathematics, (2) readiness to involve in the early mathematics, (3) understanding of the importance of early mathematics, (4) past experience in mathematics, (5) attitudes towards early mathematics, and (6) importance of knowledge about teaching early mathematics. This study gauged the 76 Malaysian preschool teachers using a set of questionnaire. As this research discovered, the teachers in this study believed that they knew about early mathematics, were eager to get involved in early mathematics activities at preschool, understood the importance of Mathematics literacy, were positively disposed towards it, and considered mathematical knowledge regarding preschoolers to be critically valued.
引用
收藏
页码：525 / 535
页数：11
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