Article
The Effects of Early Childhood Mothers’ Mathematical Attitude and View about Mathematics Learning on their Mathematical Interaction
| e-ISSN | 2982-6845 |
| p-ISSN | 1226-4474 |
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Abstract
The purpose of the study is to verify how about the relative influence of early childhood mother'smathematical attitude and view about mathematics learning on their mathematical interaction, and whethertheir view about mathematics learning mediates the relationship between mathematical attitude andmathematical interaction. For this purpose, a questionnaire survey was conducted on 333 mothers of 3, 4,and 5-year-old children attending childcare centers. We used partial correlations and stepwise multipleregression to test the mediating effect(Baron & Kenny, 1986), and we used the Sobel test to check thesignificance of the mediating effect. The results showed that mother's mathematical interaction had asignificant positive correlation with their view about mathematics learning and mathematical attitude.Mothers' view about mathematics learning had a significant influence on mathematical interaction, butmathematical attitudes had no influence. It is because mothers' view about mathematics learning completelymediated the effect of mathematical attitude on mathematical interaction. It is meaningful to identifysimultaneously the variables related to mothers' mathematical interaction and provide basic idea about thedevelopment of a parent education program to help students understand specific support methods fordeveloping mathematical ability of young children at home.