Abstract:

This research was conducted with the aim of studying the mathematical development knowledge of pre-school teachers, concerns about mathematics and the relationship between mathematical beliefs and early mathematical abilities of children. The research sample was made from 30 pre-school teachers and 300 children in the classes of the respective teachers who are working in the central districts of Hatay. As a data collection tool in the study, teachers and children used General Information Forms, The Knowledge of Mathematical Development Survey (The Knowledge of Mathematical Development Survey), Math Anxiety Scale (Revised), Beliefs Survey (Beliefs Survey) and Early Mathematical Skills Test-3 (The Test of Early Mathematics Ability-Third Edition (TEMA-3)). Measurement tools are applied to teachers and children individually by the researcher. The study found that there was a positive and low-level relationship between teachers’ Mathematical Development Knowledge Survey and Mathematical Faith Score scores and the children’s Early Mathematical Skills Test-3 scores, while that there was no meaningful relationship between teachers’ Mathematical Worry Score scores and the children’s Early Mathematical Skills Test-3 scores.

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