The relationship between preschool teachers pedagogical content knowledge in mathematics, childrens' math ability and liking

Hatice Dağlı ,Dağlıoğlu Elif

doi:10.5937/istrped2102359d

Abstract

This study attempts to identify preschool teachers' pedagogical content knowledge levels in mathematics and to examine its effect on preschool children's mathematics ability and their liking of mathematics. The study utilised the relational survey model, one of the general survey models. The working group was composed of 600 children aged 54-66 months old and a total of 150 teachers. The study employed three data collection tools: with the 'Preschool Teachers' Pedagogical Content Knowledge Scale regarding Mathematics' and the 'Mathematics Liking Scale for Children' developed by the researchers; 'Early Mathematics Ability Test' to determine children's mathematics ability. The data were analysed using IBM's SPSS 22 statistical package. The correlation analysis results suggested that there were no significant relationships between teachers' pedagogical content knowledge in mathematics, children's mathematics ability, and their liking of mathematics, while a positive and significant relationship was found between children's mathematics ability and their liking of mathematics.

Highlights

Mathematics is the heritage of humanity, from past to present
The findings of the research, which was conducted with the aim of examining the preschool teachers’ pedagogical content knowledge, children’ mathematical ability, and their liking of mathematics, are presented using a set of 8 tables
Upon analysing the relevant literature on early childhood educators’ pedagogical content knowledge regarding mathematics, the published studies concluded that early childhood educators were found to have a low level of pedagogical content knowledge in mathematics (Argın, 2019; Ma, 2010; Zhang, 2015)

Summary

Introduction

Mathematical competency is defined as one of the important competencies in information societies in order to ensure individual success, active citizenship, social environment, involvement in the process, and employment (Anthony & Walshow, 2009). In this regard, mathematics education has gained in importance for many countries since maths skills are deemed critical for children’s longterm success (Jang, 2013). Academic studies have revealed that children who are unable to acquire basic maths skills during the preschool period may experience difficulties in mathematics throughout their subsequent learning years (Clements & Sarama, 2010; Toll et al, 2011), which places on the importance of the learning experiences provided during preschool (Shamir & Baruch, 2012)

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Results

Conclusion