PRE-SERVICE KINDERGARTEN TEACHERS' APPROACHES TO LEARNING MATHEMATICS

Oct 15, 2026

Uploaded by Putri

Research explores how pre-service kindergarten teachers approach learning in university-level mathematics within a bachelor’s programme. The study samples 118 students from the Faculty of Education, Masaryk University (Brno). Using the standardized SRQ-Academic questionnaire adapted for the Slovak context, findings show minimal intrinsic motivation for learning mathematics. External motivation and learning approaches driven by perceived usefulness of core mathematical competences for future practice dominate, aligning with prior university teaching experiences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

1. Introduction

2. Theoretical background: theory of approaches to learning and learning styles

PRE-SERVICE KINDERGARTEN TEACHERS'APPROACHES TO LEARNING MATHEMATICS Eva NOVÁKOVÁ Abstract: In the article, we present research findings focused on students' approaches to learning in mathematics subjects of the bachelor's degree in kindergarten teaching. The research was carried out on a sample of 118 students of the Faculty of Education of Masaryk University in Brno. We used the standardized SRQ-Academic questionnaire by Ryan and Connel, which was standardized for the Slovak environment. The results clearly demonstrated a minimal representation of students' intrinsic motivation to learn. Among students, external motivation to study and approaches based on the evaluation of the usefulness of acquiring the necessary competences in the basics of mathematics for their future profession prevail. Our findings are a confirmation of intuitively perceived experiences from university teaching. Key words: preparatory education, teachers for kindergartens, mathematics, approach to learning, learning styles 1. Introduction As at other universities preparing kindergarten teachers in the Czech Republic, the Bachelor's degree programme in kindergarten teaching at the Faculty of Education of the Masaryk University in Brno is designed as multidisciplinary. The mathematical component of the study is marginal in terms of the number of subjects in the curriculum and their scope, expressed in terms of the weekly number of teaching hours (a total of 7 teaching hours spread over 3 semesters) and credit evaluation (11 ECTS out of 180 ECTS; European Education Area) . In the three compulsory courses – Development of PreNumerical Ideas, Development of Geometric Ideas and Didactics of Mathematics in the 1st year of Primary School – students are supposed to acquire the necessary mathematical foundation linked to themes of concrete activities, which should enable them to develop children's mathematical ideas. We consider the scope of teaching to be minimal, its focus to be appropriate to the practical needs of future teachers. However, we consider at least this minimal mathematical preparation to be necessary not only for the mathematical preliteracy of children in the narrower sense of the word, but also for the achievement of the more general goals of the pre-school curriculum and the overall personal development of children (their pre-logical thinking, general insight into the natural and cultural world) . The experience of teaching mathematical subjects at university shows that mathematics is not usually a popular subject. It is even a demotivating factor for some students. Negative beliefs about one's own mathematical competence, fear of failure, which leads to avoidance of mathematics, are often cited asthe causes of this state (Nováková, 2018) . In addition to the causes resulting from external influencesand factors arising from students' own negative experiences with mathematics in their previous educational path, issues of motivation and learning style of the student may also influence this fact (Kuruc et al., 2020). These and other factors may be reflected in their approach to learning. 2. Theoretical background: theory of approaches to learning and learning styles Approaches to learning (what one does in a learning situation and the rationale or explanation for why one should do it) are considered an important topic in academia. Each individual has a distinctive approach to learning that influences his or her thinking, behaviour and the way he or she processes information. These approaches can be distinguished according to different perspectives. There are therefore a number of definitions, interpretations and models related to this topic. Pugnerová et al. (2020, p. 58) provide several ways of defining approaches to learning based on an analysis of the educational and psychological literature: a) as a philosophical concept and didactic method of teaching and learning strategies, such as deepening knowledge, repetition and

FAQs

What is the focus of the research in this document?

The research focuses on students’ approaches to learning mathematics in the bachelor’s degree programme for kindergarten teaching.

How was the research conducted and with how many participants?

It was conducted using a sample of 118 students from the Faculty of Education at Masaryk University in Brno.

What do the findings indicate about students’ motivation for learning mathematics?

The results show minimal intrinsic motivation, while external motivation and usefulness-based approaches prevail among students.

Oct 15, 2026

Uploaded by Putri