Preservice Early Childhood Education Students’ Perceptions of University-Level Difficulties in Learning Mathematics and Ways for Overcoming Them

Abstract

This study aimed to explore and document early childhood education students’ perceptions of the difficulties they face in learning mathematics at the university level, identify associated factors, explore proposed ways to overcome them, and examine whether these perceptions vary by age, academic level, and prior mathematical background. The researcher developed a questionnaire encompassing four domains: understanding mathematical concepts, applying concepts in instructional and everyday contexts, motivation and affective factors, and the perceived effectiveness of tools and strategies. The study population comprised all students in the Early Childhood Department at the College of Education, Shaqra University (N = 670). A purposive sample of 103 students from levels 1–4 in the 1446–1447 AH academic year participated. Findings indicated moderate perceived difficulties in conceptual understanding, practical application, and motivation or affective factors, along with a high perceived effectiveness of tools and strategies. Students emphasized the need to simplify content to align with children’s characteristics, adopt guided play and interactive activities, and provide regular feedback. No statistically significant differences were found by age or academic level in any domain or in the overall score. Conversely, significant differences emerged based on prior school mathematics background, favoring students with such background in conceptual understanding and affective dimensions, as well as in the overall score, but not in practical application. The study recommends restructuring mathematics courses to emphasize rich classroom tasks, multiple representations, and continuous mathematical communication aligned with kindergarten curricula, as well as strengthening field training and microteaching with ongoing formative feedback throughout the program.