Abstract

This study was carried out to determine whether there is a relationship between the preschool teachers’ attitudes towards mathematics and mathematical development in 6-year-old preschool children. The sampling of the study was consisted of 30 teachers working with 6 years old children and their 120 students in public kindergartens and independent preschool classrooms in Erzurum City. Teachers’ attitudes towards mathematics education were measured using the “Preschool Teachers’ Attitudes towards Early Mathematics Education Determination Tool” and the levels of mathematical development in children were measured using the “Progress in Math 6 Test”. Collected data were analyzed using both descriptive and predictive statistical methods. Results presented that there was a positive and significant relationship between the preschool teachers’ attitudes towards mathematics and the mathematics development in 6-year-old preschool children. Furthermore, the preschool teachers’ attitudes towards mathematics were also determined to have an effect on the selection of mathematics skill areas included in the programs. According to these results, it can be said that teachers’ attitudes towards mathematics directly affect the mathematical development in children.

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