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Preschool Educators’ Emotional Directions Towards Mathematics
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0001-9742-8908
2019 (English)In: International Journal of Science and Mathematics Education, ISSN 1571-0068, E-ISSN 1573-1774Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper investigates Swedish preschool educators’ emotional directions towards mathematics. A questionnaire was answered by 157 preschool educators and their responses were analysed using both quantitative and qualitative methods. The majority of preschool educators stated that they are positive towards mathematics. Regarding the hypotheses that education or years of experience have a positive impact on how you feel about a subject, the statistical analysis did not confirm these hypotheses. However, the results from the qualitative analysis suggest that some preschool educators change their feelings towards mathematics with time, experience, more education and/or new setting such as a new curriculum. They expressed a dynamic view where they previously have been more negative towards mathematics but now are much more positive. Some implications are that compared with the reputation, preschool educators express more positive feelings, and that targeted education is a contributing factor.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Affect, Educators, Emotional directions, Mathematics, Preschool
National Category
Didactics
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-174776DOI: 10.1007/s10763-019-10015-2OAI: oai:DiVA.org:su-174776DiVA, id: diva2:1359729
Available from: 2019-10-10 Created: 2019-10-10 Last updated: 2020-01-03

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