Mitigate negative beliefs about math: A different experience for children and teachers in early math

Abstract

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 625 children (female= 393, male=232, M = 64.57 months) studying in classes with disadvantages pertaining to materials participated in the study. The study used a fully mixed sequential equal status design, and quantitative data was analyzed using ANOVA and multilevel regression, while inductive content analysis was used to analyze qualitative data. The study found that teachers' development of facilitating alternative perspectives towards mathematics mitigated negative beliefs related to emotions arising from teachers' and children's negative experiences with mathematics. This study re-emphasizes the significance of emotional circumstances for learning mathematics in early childhood education, and teachers need game-based, effective, and innovative pedagogical approaches without prioritizing academic concerns.

Keywords

• early math skills
• classroom environments
• math work stations
• emotional circumstances
• teacher-child interactions
• multilevel regression analysis