The Examination of Preschool Teachers' Beliefs Towards Mathematical Development

Abstract The purpose of the study is to examine preschool teachers' beliefs about mathematical development. Quantitative research technique was used in the research. The study group of the research consists of 200 preschool teachers working in kindergartens affiliated with the Ministry of National Education, private kindergartens, primary school kindergartens in Aksaray in the 2022-2023 academic year. In the study, "Demographic Information Form" and "Mathematical Development Belief Scale" were used as data collection tools. In the analysis of the data, normality test, independent-T test and one-way analysis of variance (ANOVA) were performed using SPSS 22 software. Looking at the results of the research, it was seen that there was no significant difference in teachers' beliefs about mathematics according to gender. However, it was determined that there was a significant difference in teachers' beliefs about mathematics depending on whether they participated in an in-service training on preschool mathematics and whether they participated in a project on preschool mathematics education. It has also been determined that there is a significant difference in teachers' perceptions of mathematical development beliefs according to their educational background, years of service and the type of institution they work in. Key Words: Preschool Math; Teacher; Belief.