Early Mathematics Education Research Articles

Beliefs in Online Professional Learning in Early Mathematics Teaching and Their Effects on Course Engagement

This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.

Hubungan Pengetahuan, Minat dan Sikap Mengajar dengan Kesediaan Mengajar Matematik Awal Berasaskan Pendekatan STEM dalam Kalangan Guru Prasekolah

Teachers are the main agent to ensure the integration of STEM approach in Early Mathematics education at the preschool level is successfully implemented. This study determines the extent to which the preschool teachers are ready to teach Early Mathematics based on STEM approach. This study also aims to determine the relationships of knowledge, interest and teaching attitude with teaching readiness among preschool teachers. The research used a descriptive and quantitative design that involved 253 preschool teachers selected using stratified random sampling from five districts in Sabah, namely, Sandakan, Telupid, Ranau, Tuaran and Penampang. Data obtained from questionnaires were analyzed with IBM SPSS version 26.0 using Pearson Correlation. Findings of the study showed that the preschool teachers perceived teaching knowledge and readiness highly but teaching interest and attitude were perceived moderately. The relationships of knowledge, interest and teaching attitude with teaching readiness were positive and significant but the strength of correlation differs whereby knowledge correlated highly with teaching readiness but interest and attitude correlated poorly with teaching readiness for Early Mathematics based on STEM approach. These findings encourage more efforts to improve teaching interest and attitude through intervention such as provision of extrinsic compensation, implementation of continuous teacher professionalism development program that focuses on digital media and sophisticated technology usage as well as creation of conducive school culture. These strategic efforts are hoped to enhance knowledge, interest and attitudes of the preschool teachers and carry out their responsibilities in realizing STEM education to teaching Early Mathematics.

Embodied Learning in Early Mathematics Education: Translating Research into Principles to Inform Teaching

Embodied Learning in Early Mathematics Education: Translating Research into Principles to Inform Teaching

You can count on your fingers: Finger-based intervention improves first-graders’ arithmetic learning

The question of whether finger use should be encouraged or discouraged in early mathematics instruction remains a topic of debate. Scientific evidence on this matter is scarce due to the limited number of systematic intervention studies. Accordingly, we conducted an intervention study in which first-graders (Mage = 6.48 years, SD = 0.35) completed a finger-based training (18 sessions of ∼ 30 min each) over the course of the first school year. The training was integrated into standard mathematics instruction in schools and compared with business-as-usual curriculum teaching. At the end of first grade and in a follow-up test 9 months later in second grade, children who received the finger training (n = 119) outperformed the control group (n = 123) in written addition and subtraction. No group differences were observed for number line estimation tasks. These results suggest that finger-based numerical strategies can enhance arithmetic learning, supporting the idea of an embodied representation of numbers, and challenge the prevailing skepticism about finger use in primary mathematics education.

Teaching strategies, cognitive factors and mathematics

Mathematics teaching strategies have a positive impact on learning. However, there is a lack of studies on non-traditional approaches to early mathematics education in the specialized scientific literature. In this theoretical framework, a study to connect teaching methodology with the various cognitive processes implicated in learning has been designed. A total of 114 primary school students aged 74 and 84 months who were taught mathematics either with the method called Open Algorithm Based on Numbers or with the more traditional Closed Algorithm Based on Ciphers, participated in the study. After conducting a thorough examination of cognitive processes and early math performance using well-established assessment instruments, a comparative analysis was undertaken to explore the relationship between cognitive predictors of mathematical performance, while considering the mathematics teaching strategies used. Students were distributed according to their level of mathematical competence and teaching methodology and the type of schools (Charter or Public). The results from the multivariate statistical test showed that the teaching strategy was inconclusive for most of the cognitive factors studied. Significant differences according to mathematical performance were found for fluid intelligence, verbal short-term memory, and visuospatial working memory. Finally, no significant differences were found in the cognitive variables studied when considering the interaction between the teaching approach, school characteristics, and mathematical achievement as a reference.

The power of digital story in early mathematics education: Innovative approaches for children with intellectual disabilities.

This study explored the effectiveness of digital story interventions in improving early math skills in kindergarten children with mild intellectual disabilities. Digital stories are multimedia narratives that combine text, images, and audio to enhance learning experience. This experimental study used a pretest-posttest control group design. The intervention group consisted of 15 children who participated in an 8-week digital story intervention targeting early math skills. A matched control group was used to control for sex differences. Data were collected through the TEMA-3 test scores and teacher and child feedback. Post-intervention, the experimental group showed significant improvements in TEMA-3 test scores compared to the control group. Teachers and children reported a positive perception of the intervention's social validity, highlighting enhanced engagement and understanding of math concepts. This study demonstrated that digital story-based education is a promising approach for improving early math skills in children with mild intellectual disabilities. These findings suggest potential implications for integrating digital storytelling into special education curricula and highlight avenues for future research in this field.

Early Mathematics Instruction and Teachers’ Self-Efficacy Beliefs: A Mixed-Methods Investigation

Early Mathematics Instruction and Teachers’ Self-Efficacy Beliefs: A Mixed-Methods Investigation

Diverse meanings ascribed to equity in early mathematics assessment

ABSTRACT This article presents a discourse analysis of early mathematics teachers’ talk about mandatory national assessment material with a particular focus on communication about equity. With this assessment material, teachers do not decide what and how to assess; however, they are the ones who carry out the work before, during, and after assessment. Thus, teachers’ views of equity in assessment may influence how assessment is prepared, conducted, and followed up in teaching. In this study, discourse analysis is used as both a theory and an analytical tool. The study included four focus groups with 12 teachers from eight schools. In their communication, teachers ascribe different meanings to equity. In the results, four discourses with diverse meanings ascribed to equity are construed by the researcher: doing the same discourse, different needs discourse, unclear conditions discourse, and different resources discourse. The meaning of equity, as well as its goal and intention, differs in these discourses, which may have implications for educational practice in terms of tensions between different goals and intentions and thus implications for the degree to which assessment may contribute to equity in early mathematics education.

Pattern-Recognition Processes of First-Grade Students: An Explorative Eye-Tracking Study

Recognizing patterns is an essential skill in early mathematics education. However, first graders often have difficulties with tasks such as extending patterns of the form ABCABC. Studies show that this pattern-recognition ability is a good predictor of later pre-algebraic skills and mathematical achievement in general, or the development of mathematical difficulties on the other hand. To be able to foster children’s pattern-recognition ability, it is crucial to investigate and understand their pattern-recognition processes early on. However, only a few studies have investigated the processes used to recognize patterns and how these processes are adapted to different patterns. These studies used external observations or relied on children’s self-reports, yet young students often lack the ability to properly report their strategies. This paper presents the results of an empirical study using eye-tracking technology to investigate the pattern-recognition processes of 22 first-grade students. In particular, we investigated students with and without the risk of developing mathematical difficulties. The analyses of the students’ eye movements reveal that the students used four different processes to recognize patterns—a finding that refines knowledge about pattern-recognition processes from previous research. In addition, we found that for patterns with different units of repeat (i.e. ABABAB versus ABCABCABC), the pattern-recognition processes used differed significantly for students at risk of developing mathematical difficulties but not for students without such risk. Our study contributes to a better understanding of the pattern-recognition processes of first-grade students, laying the foundation for enhanced, targeted support, especially for students at risk of developing mathematical difficulties.

Using a lens of awareness in phenomenographic research: an example from early mathematics education research

ABSTRACT This paper aims to contribute to the advancement of methodological practice for phenomenographic research by introducing the notion of a lens of awareness, as a device that can enable researchers to zoom into the detail of the research process (the parts of the whole) and out again to the related context of a phenomenographic study (the whole). The lens enables researchers to embrace a reflexive stance to bracket prior assumptions, allowing critical inspection of the whole research process and a thorough retrospective and transparent account of the approaches used. We use a lens of awareness to communicate the component parts of a study that examined preschool children’s understandings of the use of numerals in everyday environments. Through an analytical documentation of processes and decisions, we examine challenges, the powerful affordances and application of a phenomenographic approach to research with young children. We discuss four strands of researcher awareness that we argue are important in the application of phenomenography: the nature of the phenomenon; the operationalization of phenomenographic theoretical notions; the researcher’s versus the participant’s experience of the phenomenon and the applied research processes. The paper closes with explorative strategies that may enhance transparency and trustworthiness in phenomenographic research.

Teachers’ mathematics pedagogical content knowledge and quality of early mathematics instruction in Turkey

It is a well-known fact that societies today need to provide quality mathematics education to individuals from their early years in order to compete on a global scale. Although there is a growing interest in early mathematics, there are still some obstacles regarding quality mathematics instruction. Two of the most important obstacles are the mathematics pedagogical content knowledge (MPCK) and early mathematics teacher qualification of pre-school teachers. The purpose of this study was to evaluate the relationship between pre-school teachers’ classroom mathematics practices and their MPCK. The study included 55 pre-school teachers. Classroom Observation of Early Mathematics – Environment and Teaching (COEMET) was adapted into Turkish. The teachers’ MPCK was assessed using the Survey of Pedagogical Content Knowledge in Early Childhood Mathematics (SPECKECM). The results show that the teachers’ MPCK was at a medium level, being most successful regarding shapes and least in patterns. The COEMET scores were positively and statistically significantly correlated to the total score of the SPECKECM. Moreover, teachers’ pedagogical content knowledge (PCK) scores successfully predicted the total COEMET scores.

THE EFFECTS OF DISCOVERY-BASED LEARNING OF DIFFERENTIATED ALGEBRA CONTENT ON THE LONG-TERM KNOWLEDGE OF STUDENTS IN EARLY MATHEMATICS EDUCATION

One of the essential characteristics of knowledge that determines its quality is its durability. The durability of students' knowledge depends, among other things, on the quality of organization and implementation of teaching in the process of acquiring new knowledge, as well as reviewing and repeating old knowledge. More specifically, the durability of students' knowledge depends on the applied methodological approach and the students' activities in the classroom. The aim of this study was to examine the effects of discovery-based learning on differentiated algebra content on the long-term knowledge of students in early mathematics education. To achieve this goal, an experiment was conducted with parallel groups consisting of a sample of 261 fourth-grade students from primary schools. The experiment aimed to investigate whether the methodological approach to algebra instruction based on the principles of discovery learning and content differentiation yields better effects on the durability of students' knowledge compared to traditional learning methods. The results of the research showed that discovery-based learning on differentiated algebra content contributes to better knowledge durability overall and at each of the three achievement levels (basic, intermediate, and advanced).

What is the area of a pig? Problem posing and problem solving in early childhood education

Problem posing and problem solving serve as a crucial element of classroom instruction in early mathematics education, and have long been a topic of study of many practitioners and researchers. Used as a powerful tool for differentiation, they affect the ways in which the practice of mathematics is perceived by students and also help teachers gauge children’s understanding of concepts. In the student-centered approach, problem posing and problem solving can successfully engage students in creative educational situations. This research has been part of a broader design research project, the aim of which was to investigate the relationship between a classroom environment that allows for dialogue and young children’s propensity to design and solve their own tasks. Methodology included taking field notes and photographs, followed by reflection sessions. Turning young mathematicians into independent inquirers helped them gain authentic ownership of their knowledge. Additionally, it aided in the development of the young children’s competencies in effective engagement in problem posing activities. The toolbox of instructional techniques for problem posing in the classroom evolved, transforming mathematical classrooms into inquiry polygons for all learners.

Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?

Scaling up teacher professional development (TPD) struggles with spreading TPD while considering individual contexts. The presented study examines connecting these aims by using a cascade approach and taking a perspective on scaling up that acknowledges the need for adaptations by local facilitators. Teachers’ learning gains in a TPD course enacted by facilitators (group B) are compared to those in the same TPD course enacted by the program developers (group A). Results indicate that teachers in group B achieved comparable learning gains regarding mathematical pedagogical content knowledge and beliefs as teachers in group A. Implications for scaling up TPD are discussed.

An Analysis of The Effects of The Early Mathematics Intervention Program on Early Mathematics Skills of Pre-School Children at Risk

Supporting all children, particularly children with special needs, in the field of mathematics is important for their development. Therefore, it is necessary to develop and implement the necessary early intervention programs in relation to mathematics education. Studies indicate that early mathematics education intervention programs provide an increase in children’s mathematical knowledge levels improving their mathematics performance. It is also reported that such programs are effective in increasing the mathematical achievement of children at risk and that their effects may last for a longer time. Therefore, it is considered important to support the mathematics skills of the children in the risk group with early mathematics intervention programs, to identify the children whose mathematical skills are deficient or who have not acquired these skills sufficiently in the early period. In this study the is aim to reveal the effectiveness of an intervention program developed in relation to the early mathematics skills to improve such skills of children in the pre-school period between 60-72 months of age, who are in the risk group in terms of mathematics skills. In this study, the multiple probe model inter-subjects, which is one of the single-subject research models, was used. The participants of the study were three kindergarten students from three different schools in Kırşehir, Türkiye. The study was carried out in the special education center located in the said city. The data collection tool is an early mathematics intervention program developed for teaching early mathematics skills. When we look at the findings obtained from the study in general, it appears that the early mathematics intervention program was effective in improving the early mathematics skills of all three students. For this reason, priority should be given to supporting the development of early mathematics skills in all children attending pre-school education institutions.

What About Early Childhood Mathematics Education in Early Childhood Teacher Education?

From existing research, it is known that early childhood teacher education provides few opportunities to learn mathematical content or mathematics pedagogical content knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional development with respect to early mathematics education. We report descriptive results as well as correlations. The results indicate that opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge have increased over time. Moreover, the results indicate that teacher educator professional development formats that encourage professional exchange among teacher educators, experts in early mathematics education and in-service teachers may increase teacher educators’ competence in early childhood mathematics and thereby the frequency with which this topic is addressed in teacher education.

What About Early Childhood Mathematics Education in Early Childhood Teacher Education?

From existing research, it is known that early childhood teacher education pro-vides few opportunities to learn mathematical content or mathematics pedagogical con-tent knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional development with respect to early mathematics education. We report descriptive results as well as correlations. The results indicate that opportunities to learn mathematical con-tent knowledge and mathematics pedagogical content knowledge have increased over time. Moreover, the results indicate that teacher educator professional development for-mats that encourage professional exchange among teacher educators, experts in early mathematics education and in-service teachers may increase teacher educators’ compe-tence in early childhood mathematics and thereby the frequency with which this topic is addressed in teacher education.

Effects of using picture books in mathematics teaching and learning: A systematic literature review from 2000–2022

AbstractUsing picture books in teaching is a popular trend in early childhood education. However, little attention has been paid to such pedagogy in mathematics learning. For this article, we reviewed 16 empirical studies from the past two decades (2000–2022) regarding the use of picture books in mathematics instruction, in order to investigate their effects on mathematics learning in students. We analyse and critically assess approaches used to integrate picture books into mathematics instruction, the overall effects of such integration on the mathematical performance of students, and the factors that inhibit or enhance these effects. The findings of our review reveal that most of the selected studies targeted early mathematics education, with only a minority addressing secondary education. Various approaches are available for the integration of picture books into mathematics teaching, having various positive effects on student attitudes toward mathematics, as well as their academic performance and mathematical representation ability. The reported inhibiting factors for teachers using picture books in teaching included a lack of pedagogical knowledge and confidence, time constraints, resource constraints and doubts regarding the expected outcomes. Conversely, the enhancing factors included early educational stage (especially the pre‐school level), perceived pedagogical benefits, desire to improve teaching and enabling social norms. Suggestions for future research focused on the integration of picture books into classroom teaching are also discussed.

Exploration of Teaching Methods in the Implementation of Early Mathematics Teaching and Learning (PdP)

The National Standard Preschool Curriculum (NSPC) (Revised 2017) describes the disciplines of knowledge that provide Early Mathematics learning experiences encompassing the concepts of pre-numbers, numbers, number operations, money values, time, shape and spatial for preschool children. The implementation of teaching and learning (PdP) of Early Mathematics is mandatory based on the importance of each conceptual scope with 40 minutes time allocation for teaching in a week. The goal of Early Mathematics PdP is to foster children's interest in math skills through various activities and daily experiences. In addition, children are also expected to master basic math skills and improve thinking and problem solving skills. However, there are various challenges and obstacles faced by preschool teachers in implementing Early Mathematics PdP. Among the main challenges underlined by previous researchers are the teacher’s attitude, knowledge level of Early Mathematics concepts, teacher’s mastery of pedagogy and knowledge of children’s development. Thus, this concept paper explores the practices and challenges faced by preschool teachers in rural areas. Based on the review, several suggestions for improving Early Mathematics PdP were also identified to overcome the challenges of preschool teachers; for example, participation in workshops and competency training for preschool teachers. It is expected that this concept paper contributes ideas to overcome teacher problems as well as intensify studies in the field of Early Mathematics at the preschool level.

Comparing Mathematics Early Years Education in Spain, Portugal and Slovenia

This work aims to examine how the learning of mathematics in early childhood is developed in different policies, particularly within the processes of formal education and care in early years institutions. A comparative analysis of early mathematics education policies across countries must consider cultural differences, teaching practice, structural differences and institutional framework conditions, as well as the initial training and professional knowledge of teachers and educators. Extracted from the official country regulations, the following pages include some of the main characteristics of the national systems of early childhood education and care (ECEC) in Portugal, Slovenia and Spain, as well as a comparison of the ECEC guidelines concerning mathematics education between these three countries. There is an international consensus on an approach to early mathematics education inspired by realistic mathematics education (RME), i.e., on the importance of working mathematically in context, as well as on the idea of doing so through play, developing the language to communicate mathematical ideas. However, we found that these three aspects are reflected very differently in the official regulations of the three countries: while in Spain the development is very detailed and emphasizes the holistic approach and the role of mathematics in exploring the environment, the Portuguese curriculum emphasizes the role of mathematics as a form of language. The Slovenian curriculum, at last, focuses on the concepts and procedures associated with each mathematical sense. Furthermore, there are structural features concerning the regulation and type of ECEC system that have an influence in the implementation of the curriculum.