Date of Award

Fall 12-1-2004

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Karen Liu

Second Advisor

Elizabeth Jared

Third Advisor

David Gilman

Abstract

This study was intended to identify possible predictors for the practice of developmentally appropriate mathematics. This study tested three possible predictors: 1) kindergarten teachers' attitudes toward mathematics; 2) kindergarten teachers' attitudes toward teaching mathematics; and 3) kindergarten teachers' pedagogical content knowledge of mathematics, and its relationship to predict the practice of developmentally appropriate mathematics. Four research questions were addressed: 1. Do combined factors (kindergarten teachers' attitudes toward mathematics, their attitudes toward teaching mathematics, and their pedagogical content knowledge of mathematics) predict the practice of developmentally appropriate mathematics? 2. Do kindergarten teachers' attitudes toward mathematics predict their use of developmentally appropriate mathematics? 3. Do kindergarten teachers' attitudes toward teaching mathematics predict their use of developmentally appropriate mathematics? 4. Does kindergarten teachers' pedagogical content knowledge of mathematics predict their use of developmentally appropriate mathematics? Survey methodology was utilized for the purpose of this study. The researcher designed a survey questionnaire by cross-referencing several instruments and the review of related literature. A sample of 200 kindergarten teachers was randomly selected from the Indiana Department of Education website directory. Of the 200 kindergarten teachers, 81 teachers participated in this study by returning the survey questionnaire to the researcher via the postal service, e-mailing, or posting the response over the Internet. Each predictor was tested to determine the level of its statistical significance by using multiple linear stepwise regression procedures. The results of this study revealed that kindergarten teachers' attitudes toward teaching mathematics and pedagogical content knowledge of mathematics were found to be significant factors in predicting the practice of developmentally appropriate mathematics. However, kindergarten teachers' attitudes toward mathematics were not a significant factor in predicting the practice of developmentally appropriate mathematics.

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