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This paper investigates Swedish preschool educators’ emotional directions towards mathematics. A questionnaire was answered by 157 preschool educators and their responses were analysed using both quantitative and qualitative methods. The majority of preschool educators stated that they are positive towards mathematics. Regarding the hypotheses that education or years of experience have a positive impact on how you feel about a subject, the statistical analysis did not confirm these hypotheses. However, the results from the qualitative analysis suggest that some preschool educators change their feelings towards mathematics with time, experience, more education and/or new setting such as a new curriculum. They expressed a dynamic view where they previously have been more negative towards mathematics but now are much more positive. Some implications are that compared with the reputation, preschool educators express more positive feelings, and that targeted education is a contributing factor.

Preschool Educators’ Emotional Directions Towards Mathematics