【英文摘要】
The purposes of this survey study were to compare the differences among different demographic in-service practitioners of early childhood educare in mathematics anxiety, mathematics instructional practices, and mathematics experiences input, and to examine the relationships among these variables. Three hundreds and fifty-eight in-service practitioners sampled by proportional stratified random sampling were asked to complete the three part survey: Mathematics Anxiety Scale, The Practitioners’ Mathematics Instructional Practices Scale, and The Kindergarten Mathematics Experiences Input Inventory. The results showed that the math anxiety of in-service practitioners of early childhood educare was medium level, and there were no significant differences among different demographic practitioners. There were significant differences in mathematics instructional practices among different status, types of kindergarten, teaching class, professional training, and instruction approach practitioners. There were significant differences in direct and indirect mathematics experiences input among different types of kindergarten, teaching class, years of teaching experiences, and instruction approach practitioners. Finally, the practitioners’ math anxiety scores were negatively correlated with indirect mathematics experiences input. The practitioners’ math anxiety scores negatively predicted indirect mathematics experiences input.
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