Preschool Mathematics Research Articles

Lärarstudenters förutsättningar att utveckla yrkesspecifika kunskaper

This study aims to investigate how the courses in didactics of mathematics in preschool and primary teacher education create conditions for preservice teachers to develop professional knowledge in an interactive learning process that integrates the knowledge domains of mathematical subject knowledge and pedagogical mathematical knowledge. An analysis of 20 course documents and 8 focus group interviews with students have been done. The results show that the intentions in the documents create conditions for the students to develop mathematical subject knowledge. Still, they were given inferior conditions for pedagogical mathematical knowledge. In the focus groups, perceptions emerged among the participants about a changed view of mathematics during the education, from being an abstract theoretical subject to a subject to be explored and discovered through various practical exercises and activities. As support for transferring their newly discovered perception, it is important that the students participate in core practices to bridge the gap between theoretical and practical knowledge in teacher education. The continued development of such core practices, in which student teachers can integrate professional knowledge and skills into their education, is an important implication of this study.

Validity and Reliability of Pre-Service Teacher Competency Level in Teaching Early Mathematics Instrument Using the Rasch Model

The Pre-Service Competency Teacher Level in Teaching Early Mathematics Instrument has been developed to measure the competency level and readiness to teach early mathematics in Preschool. This study was conducted to produce empirical evidence on the validity and reliability of this instrument by using the Rasch model. Surveys were conducted in three private universities that offer Early Childhood Education Programmes. A total of 85 pre-service teachers were selected as a sample of the study through simple random sampling. The validity and reliability of the instrument were measured using Rasch's model through Winstep software version 3.68.2. The findings of the unidimensionality test showed 46.1%. The Rasch analysis shows the person reliability index is 0.8 with a separation index is 2.05. The item reliability index is 0.91 and the separation index is 3.18. The item fitness analysis found 29 items in the instruments are in the valid range and one item that falls out of the allowed range. The finding showed that this instrument has a high degree of validity and reliability and can be used to measure the competency level of pre-service teaching in teaching early mathematics.

Generalizability of the effectiveness of a preschool mathematics intervention for low-socioeconomic status Turkish children.

A socioeconomic status (SES)-related achievement gap in mathematics emerges in children from many countries before school entry, persists in primary school, and imposes challenges for education systems worldwide. In response, the United Nations' sustainable development goals include universal access to quality preschool education to support universal numeracy. A generalizability study of the effectiveness of an early mathematics intervention was conducted for low-SES Turkish preschool children (33 boys, 27 girls; Mage = 4.32). Classrooms were randomly assigned to treatment (Pre-K Mathematics) or control conditions. Children's early mathematical knowledge was assessed by the Child Math Assessment. A statistically significant positive impact was found (ES = 1.32). This indicates some generalizability of the intervention and supports the feasibility of using early intervention to achieve UN goals.

Investigation of Pedagogical Content Knowledge of In-service and Pre-Service Pre-school Teachers in Pre-school Mathematics

Investigation of Pedagogical Content Knowledge of In-service and Pre-Service Pre-school Teachers in Pre-school Mathematics

Preschool Mathematics and Literacy Skills and Educational Attainment in Adolescents Born Preterm and Full Term

To test whether preschool academic skills were associated with educational attainment in adolescence and whether associations differed between individuals born preterm and at full term. This prospective cohort study comprised 6,924 individuals, including N=444 (6.4%) adolescents born preterm (<37 weeks of gestation, mostly 32-36 weeks gestation) from the Avon Longitudinal Study of Parents and Children. Preschool academic (mathematics and literacy) skills were rated by teachers at 4-5 years. Educational attainment at 16 years was informed by attaining a General Certificate of Secondary Education (GCSE) in key subjects Mathematics and English. Logistic regressions assessed the association between preterm birth, preschool mathematics, and GCSE Mathematics, and between preterm birth, preschool literacy, and GCSE English. Similar numbers of adolescents born preterm and at term achieved a GCSE in Mathematics and English (53.6 % vs 57.4% and 59.5% vs 63.9, respectively; p-values>0.05). Higher preschool academic skill scores in mathematics were associated with greater odds of attaining GCSE Mathematics and preschool literacy skills were associated with GCSE English. Adolescents born preterm with higher preschool mathematics (OR 1.51, CI: 1.14, 2.00) and literacy skills (OR 1.57, CI: 1.10, 2.25) were more likely to attain GCSEs in the respective subject than their term-born counterparts with equal levels of preschool skills. Preschool academic skills in mathematics and literacy are associated with educational attainment of preterm and term-born individuals in adolescence. Children born prematurely may benefit more from preschool mathematics and literacy skills for academic and educational success into adolescence than term-born individuals.

Use them or lose them: Are manipulatives needed to assess numeracy and geometry performance in preschool?

AbstractIn two studies, we investigated whether using three‐dimensional (3D) manipulatives during assessment aided performance on a variety of preschool mathematics tasks compared to pictorial representations. On measures of children's understanding of counting and cardinality (n = 103), there was no difference in performance between manipulatives and pictures, with Bayes factors suggesting moderate evidence in favor of the null hypothesis. On a measure of children's shape identification (n = 93), there was no difference in performance between objects and pictures, with Bayes factors suggesting moderate evidence in favor of the null hypothesis. These results suggest flexibility in the materials that can be used during assessment. Pictures, or 2D renderings of 3D objects, which can be easily printed and reproduced, may be sufficient for assessing counting and shape knowledge without the need for more cumbersome concrete manipulatives.

Using video-recordings to enhance pre-service teachers’ abilities to identify mathematical activities in pre-school

Previous studies highlight the importance of investigate the construction in videorecorded learning situations. The aim of this study is to investigate how video-recordings can be used to enhance pre-service teachers’ abilities to identify children’s exploration of mathematics in preschools. Even if some previous studies have focused the use of video-recordings of learning situations to improve teaching, only a few of them focused how constructed videos enhance pre-service teachers’ abilities to identify when children explore mathematics through learning-situations in preschool. The participants were pre-service teachers in a higher education course. Data consisted of pre-service teachers’ written responses after viewing eleven edited video clips before, during, and after a compulsory mathematics teacher education course. The analysis is based on variation theory and show the impact of the construction of the video clips and how to design the clips to enhance the pre-service teachers’ abilities to define mathematical components during the children’s activities.

The use of Kahoot in preschool mathematics education

During the preschool period children acquire basic mathematics skills during preschool, the foundation for their later formal mathematics education. One tool that could enhance students' mathematical skills at this age and which utilizes the elements of games in non-game settings. This study aimed to implement an intervention program to examine whether gamification affects the mathematical competencies of preschool-aged students. Thirty-one students aged 4 to 6 participated, of which 15 shaped the experimental group and 16 shaped the control group. During the intervention program, students in the experimental group were tutored through tablets and games designed in Kahoot! application and involved basic math exercises such as addition and subtraction, while the control group did the same exercises without tablets. The results of the student's performance in the experimental group showed that their performance in mathematics before and after the intervention differed significantly. Therefore, students' mathematical skills were improved through Kahoot-based learning games. It can be concluded that the application of Kahoot! Learning games can improve the mathematical learning outcomes of preschool students. Pedagogical and psychological research should be used more to improve the mathematical skills of preschoolers.

Erken Çocukluk Matematiğine Yönelik Öğretmen Görüşleri

Some psychological factors related to preschool teachers significantly impact mathematics teaching in early childhood classrooms. Thus, examining teachers' views on preschool mathematics will guide teachers in understanding which concepts were included in early childhood mathematics and preparing an educational environment and program appropriate for children's developmental levels. This research was a descriptive-study, and was implemented using general-survey model with 107 preschool teachers. Data were collected by teacher views form on early childhood mathematics. Data were evaluated with descriptive and non-parametric statistical methods. Results showed that the teachers used math activities with games, art, drama activities and used limited methods to assess whether children have learned mathematics concepts. In addition, most teachers stated that data analysis, proof, and probability cannot be taught in preschool. Finally, most teachers considered preschool mathematics moderately important and that there was no significant difference among ages, professional service periods, the institution and school types they work in, and the order of importance of mathematics (p &gt; .05).

The playful learning curriculum: A randomized controlled trial

Early Childhood Education and Care (ECEC) in Norway has play, exploration, and discovery as foundations for children's learning, but lacks a curriculum that describes and supports principles of playful learning. The present study examines the effects of the Playful Learning Curriculum in ECEC on children's school readiness skills in the play-based ECEC context of Norway. A total of 96 ECEC centers signed up for the project and recruited 1,313 children. Centers were randomly assigned to an intervention (n = 49) and a control group (n = 47). Intervention centers were asked to implement the curriculum for at least eight hours per week for nine months, and control centers continued as usual. Outcomes included the Ani Banani Math Test (ABMT), the Preschool Early Numeracy Skills Screener (PENS), the Norwegian Vocabulary Test (NVT), and the Weschler's Intelligence Digit Span Test (DS). Analyses clustered by centers and controlling for blocks showed a significant effect of the intervention on children's mathematics skills, ABMT (d =.079, p =.03) and PENS (d =.104, p =.01), but no significant effects on working memory assessed by DS (d =.070, p =.14) or expressive vocabulary assessed by NVT (d = -.011, p = .65). This study shows that a well-defined age-appropriate curriculum based on playful learning may strengthen children's preschool mathematics skills in a play-based ECEC context.

Inquiry-Based Approach and Achievement in Mathematics Pro-cess Skills among Pre-School Children in Kajiado North Sub-County, Kajiado County, Kenya

This study was designed to determine the effect of an inquiry-based approach on pre-school learners’ acquisition of mathematics process skills. The study adopted a quasi-experimental research design to determine the differences in performance between control and experimental groups. A post-test was administered to both experimental and control groups, and the scores were analyzed by descriptive statistics and t-test. Findings showed that activities involving inquiry-based approach were a precursor to higher achievement in mathematics. The study recommended of inquiry-based approach for application in teaching pre-school mathematics and other related activity areas based on its advantages in pre-school learners’ achievement in mathematics.

The Picture Book and its Role in Preschool Mathematics Education

The paper examines the role of the picture book as a learning resource in preschool mathematics education and illustrates the possibilities for its application. The paper aims to examine whether preschool teachers use picture books in preschool mathematics education, what areas of mathematics they most use these for, and whether they recognize methodological advantages to their application. Results show that half of preschool teachers use the picture book as a teaching resource in preschool mathematics education, that it is mostly used to develop the concept of natural numbers and spatial relations, as well as that teachers clearly perceive methodological advantages.

Effect of Parental Communication on Learner Achievement in Mathematics Activities in Chwele Zone, Kabuchai Sub-County, Bungoma County, Kenya

Parental Communication (PC) in children’s education is instrumental in determining achievement in learning outcomes; while appropriate parental engagement is related to positive learner achievement, inappropriate communication inhibits learner achievement in education. Parents in Chwele zone ECDE centres hardly provide feedback following communications from the school concerning their children’s progress, a scenario thought to be attributed to by lack of awareness. This study examined the effect of parental communication on learner achievement in mathematics activities in the Chwele zone. A descriptive survey design was employed, targeting 27 teachers in charge, and 2097 parents in 27 preschools. Convenience sampling was used to get 10 teachers in charge of preschools and 150 parents from the 10 centres as respondents. Questionnaires and interview guide tools were administered to the teachers in charge, and parents, respectively to collect data. The instruments were formulated from the study’s objectives and given to an expert to check their appropriateness. Some qualitative data were sorted, coded, and organised into various themes to quantify them. The quantitative data were analysed using means, frequencies, and percentages, presented by the use of tables, graphs, charts and descriptions guided by Lev Vygotsky’s theory of childhood psychological development. Findings indicated that the common form of communication by parents was note writing, at only 28% parents, or else only 19% parents visited centres, and 53% parents did not have time for that, registering a considerable rate of ignorance, as a hindrance in children’s mathematics activities’ instruction. It was concluded that parents communicated poorly in preschool mathematics activities matters. The study recommended that teachers should intensify parental sensitisation on fruitful modes of communication in order to maximise parental involvement in children’s satisfactory achievement in Mathematics activities

Pre-school Teachers' Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching

This study was carried out to examine the relationship between preschool teachers' mathematical pedagogical content knowledge (MPCK), their attitudes towards mathematics (ATM), and their attitudes towards mathematics teaching (ATMT). The research method was designed according to the relational survey model, one of the quantitative research methods. The study group consisted of 365 pre-school teachers working in pre-school educational institutions affiliated with the Ministry of National Education. The research data were obtained using the "General Information Form", "Knowledge Scale of Pedagogical Content in Preschool Mathematics" and "Scale of Attitudes for the Teaching of Mathematics". The obtained data were analyzed using the SPSS 22 package program. Firstly, as a result of the research, it was found that the ATM and ATMT levels of the teachers participating in the research were above average. In addition, findings showed that the levels of knowledge of mathematical pedagogical content were below average in some content areas (counting) and above average in some content areas (pattern, order, shape, spatial dimensions and comparison, and total score). Second, although the age of the teachers did not affect the levels of ATM and ATMT, on the contrary, it didaffect the levels of MPCK. Third, the seniority variable was found to affect ATM and MPCK levels but did not affect ATM. Finally, low positive correlations were found between the levels of MPCK, ATM, and ATMT. These research findings were discussed in light of the relevant literature and suggestions were made.

Preschool Classroom Libraries in Turkey: Are They Used to Support Early Mathematics Skills?

The two studies in this paper considered the use of the classroom library as a means of socializing mathematics development in Turkish preschoolers. Study 1 (n = 80) documented whether classes had a library, its contents, and whether/how teachers encouraged children to use the library. Study 2 (n = 47) investigated the teachers’ confidence in teaching mathematics and the means that they used. Both studies used online surveys that were distributed via social media sites. There were four noteworthy findings. One, the Turkish preschool teachers reported viewing mathematics instruction as important to the development of children and were confident in their abilities to teach their students mathematics. However, they relied upon their general knowledge of children and their general pedagogical knowledge, rather than on their knowledge of mathematics, to do so. Two, the preschool teachers in Turkey had classroom libraries that they encouraged their students to use by having a set library time each day and by modeling how to sit and read in the library. They also encouraged family involvement in reading. However, these classroom libraries had fewer mathematics books than other types of texts. Three, while libraries were consistently present in Turkish preschool classrooms, they were not seen as venues for children’s mathematics development. Four, preschool mathematics instruction in Turkey appears typically to use whole groups and explicit instruction, and particularly during circle time/the morning meeting.

Evaluation of teachers' views on the use of learning technologies in mathematics lessons in preschool and primary schools

The purpose of this research is to evaluate the problems encountered in the process of realizing the continuity of preschool and primary school mathematics education and to determine the use of technology in mathematics education in line with the opinions of teachers. The research is a phenomenological study within the scope of qualitative research method. The research was conducted with 40 classroom teachers working in various primary schools in the province of Almaty, Kazakhstan, in the 2020-2021 academic year. The research data were collected with a semi-structured interview form prepared by the researcher and consisting of five open-ended questions, and analyzed with the descriptive method. As a result of the research, students were found to be prejudiced against the course, and the inadequacy of course materials, learning methods and techniques, and course activities were shown as the reasons that negatively affect education. In addition, it has been determined that the rate of teachers to prefer classical methods in education is much higher than new learning methods and techniques and use of technology.&#x0D; Keywords: Mathematics; mathematics education; preschool mathematics education; primary school mathematics education; teachers’ opinion.

Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media

Movement and Song Idiom Traditional to Enhance Early Mathematical Skills: Gelantram Audio-visual Learning Media

Developing an Interactive Environment Through the Teaching of Mathematics with Small Robots.

The article is the product of the study “Development of innovative resources to improve logical-mathematical skills in primary school, through educational robotics”, developed during the 2019 school year in three public schools in the province of Chiriquí, Republic of Panama. The teaching-learning process in students is influenced by aspects inside and outside the classroom, since not all schools have the necessary resources to deliver content or teaching material. The general objective of the project is to design, develop and implement educational robotics to improve logical-mathematical skills aimed at preschool and first grade students in public schools, using programmable educational robots. For this, a set of resources and activities were developed to improve the logical-mathematical skills of the initial stages, in public schools, obtaining significant results. Playful activities favor the teaching-learning process. Considering the analysis of the results made on the data obtained through the applied collection instruments, it can be argued that in general terms the values indicate that the students obtained a favorable level of performance in the different challenges proposed. The project has allowed the academic community to have an application of great value that allows teaching about the conservation of natural sites. The project only covers the area of mathematics in preschool and first grade.

Preschool Mathematics Performance and Executive Function: Rural-Urban Comparisons across Time

ABSTRACT This longitudinal study examined the relationship between executive function (EF) and mathematics with rural and urban preschool children. A panel of direct and indirect EF measures were used to compare how well individual measures, as well as analytic approaches, predicted both numeracy and geometry skill. One hundred eighteen children, ages 39 to 68 months, were given EF and mathematics assessments twice, approximately six months apart, concurrent to their teachers completing an indirect assessment of EF for each child. Results suggest: (1) the child’s age determines if a panel of direct EF measures is a better predictor of numeracy and geometry skills than a single EF measure, (2) geometry and numeracy skill are influenced differently by contextual factors, and (3) the EF-geometry link may develop about six months later than the EF-numeracy connection. As the relationship between preschool age EF and mathematics is better understood, efforts can be made to improve the aspects of EF connected to mathematics skill, which may aid in performance.

The impact of a supplementary preschool mathematics curriculum on children's early mathematics learning

Scientifically-validated curricula, which demonstrate positive child outcomes, are the heart of high-quality preschools. The present study examines the impact of supplementing the whole-child comprehensive HighScope curriculum with the Numbers Plus Preschool Mathematics curriculum, training, and coaching (hereafter, Numbers Plus), using a multi-site cluster randomized trial (MSCRT) consisting of four levels: children, classrooms, sites, and states. The study is the first effort to examine the effect of supplementing a widely used comprehensive whole-child curriculum with a newly developed skill-based curriculum, where both were created by the same developer. Twenty-two sites, 52 classrooms, and 583 children (323 treatment; 260 control) in three states (Michigan, Maine, and Ohio) were selected to participate in the study. The findings show promise in Numbers Plus as an evidence-based, skill-based supplement to the whole-child comprehensive HighScope curriculum. The frequency of Numbers Plus small-group times, topics covered, and coaching contacts reached the intended dosage, indicating feasibility of implementation. In addition, while all children increased their mathematics knowledge and skills during their preschool year, we found an additional positive effect of Numbers Plus on children's math outcomes. However, the effect size was small. The study provides future directions for developers of a comprehensive whole-child curricula like HighScope to ensure evidence-based curriculum improvement and development.