Mathematical pedagogical content knowledge of preschool teachers and their attitudes to the teaching of mathematics and mathematics

This study was carried out to examine the relationship between preschool teachers' mathematical pedagogical content knowledge (PCK), their attitudes towards mathematics (AM), and their attitudes towards mathematics teaching (ATM). The research method was designed according to the relational survey model, one of the quantitative research methods. The study group consisted of 365 pre-school teachers working in pre-school educational institutions affiliated with the Ministry of National Education in Kahramanmaraş. The research data were obtained using the "General Information Form", "Knowledge Scale of Pedagogical Content in Preschool Mathematics" and "Scale of Attitudes for the Teaching of Mathematics". The obtained data were analyzed using the appropriate package program. Firstly, as a result of the research, it was found that the AM and ATM levels of the teachers participating in the research were above the average. In addition, findings showed that the levels of knowledge of mathematical pedagogical content were below average in some content areas (counting) and above average in some content areas (pattern, order, shape, spatial dimensions and comparison, and total score). Second, although the age of the teachers did not affect the levels of AM and ATM, on the contrary, it did affect the levels of PCK. Third, the seniority variable was found to have an effect on AM and PCK levels but had no effect on ATM. In addition to these findings, the fact that teachers have received an education in mathematics was a variable that only affects their AM and ATM levels. Finally, low positive correlations were found between the levels of PCK, AM, and ATM. These research findings were discussed in light of the relevant literature and suggestions were made.