Early Childhood Mathematics Learning Profile (original) (raw)
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Teachers' knowledge of children's mathematical development
Journal of Education and Learning (EduLearn), 2020
This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers' responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
Preschool age includes the years when all developmental areas of the child are in a rapid change and progress. Children's learning experiences in this period develop a basis for the skills they will acquire in later years (Kıran, 2008). The required educational experiences that would allow preschool children to acquire certain behavioral patterns and support their development are developed by parents at home and by teachers in preschool education institutions. The development of children who could not benefit from these educational experiences is usually slow and children are destined to carry the traces of this negative condition throughout their lives (Aral et al., 2000). Furthermore, preschool education improves the development of the emotions and perception of the children. It helps the child in reasoning and causality processes. It helps the society to assimilate cultural values by educating the child in a social environment based on general cultural values (Şahin, 2004). Thus, the aim of the present study was to analyze mathematics achievement of children with and without preschool education and their attitudes towards mathematics based on the views of 1st grade teachers. The interview technique, a qualitative research method, was used in the present study. The study population included 1st grade primary school teachers employed in Ministry of National Education primary schools in Diyarbakır province, Turkey during the 2018-2019 academic year. The study sample included 82 randomly selected classroom teachers from the above-mentioned population. A semi-structured interview form developed by the authors was used to collect the study data. The data collection instrument included six open-ended questions. Content analysis was used to analyze the data collected in the study. The data collected in the interviews were categorized via coding for use in content analysis. The data were classified under these categories and the responses of the teachers to the interview questions were reviewed in detail, and similar answers were included in the same category. The expressions in teacher statements were categorized into themes. Furthermore, the collected data are presented with direct quotes. The study findings demonstrated that the students with preschool education had higher mathematics achievement and their attitudes towards mathematics course were more positive when compared to the students without preschool education. Furthermore, since preschool students' readiness, self-confidence, cognitive, psychomotor and language development skills were more advanced when compared to other students in the 1st grade mathematics course, it was observed that they were more interested and willing to answer questions, solve problems and produce creative solutions.
Teacher Involvement in Introducing Beginning Mathematical Concepts to Early Childhood
Insania: Jurnal Pemikiran Alternatif Kependidikan, 2022
This study aims to determine the involvement of teachers in introducing beginning mathematics to early childhood. This study uses a descriptive qualitative approach. The data collection technique was carried out using structured interviews with research subjects involving 5 Early Childhood Education (PAUD) teachers in the South Tangerang area in Indonesia who were selected through purposive sampling. Data analysis in this study uses the concept of Miles and Huberman, namely data analysis, data reduction, data presentation and conclusion. The results of the interviews were analyzed to find out the media, methods, constraints, solutions and children's responses to the introduction of early mathematics. The results obtained in this study indicate that teachers play an important role in introducing early childhood math classes which can be done in various ways according to the needs of each child. The introduction of early math concepts to early childhood involves teachers taking an important role in banning children from PAUD. The existence of use of learning media, methods and strategies that are very diverse so that teachers are expected to be able to help children introduce mathematics to early childhood.
Difficulties of Early Childhood Education Teachers' in Mathematics Activities
Acta Didactica Napocensia
In this study, it was aimed to identify the difficulties experienced by early childhood education teachers in planning, implementation and evaluation processes of in-class and out-ofclass mathematics activities and parent involvement in such activities. The answers of the teachers to the questions on the interview form were recorded via a voice recorder and transcribed into written form by the researcher. In the direction of the findings, those who think that they have some difficulty in planning the in-class mathematics activities showed the causes as the idea of difficulty of mathematics, the lack of professional experience, failure to know the child well, the difficulties in adaptation, the lack of budget and resources. The difficulties in implementing inclass math activities were indicated as children's mobility, distraction, having different levels of readiness and learning at different speed, having a multitude of children with special needs in the class and the lack of assistant staff. The reasons like children's inability to write numbers, difficulties in counting on fingers, identifying numbers, subtracting, etc. were also reported as difficulties. Teachers mentioned the difficulties in planning out-of-class math activities, such as quick distraction of children's attention, transportation problems, noisy places, physical conditions, the absence of independent garden. The difficulties experienced in the implication process of outof-class math activities were distraction, safety of children, absence of auxiliary personnel, and inadequacies in physical conditions.
Misconceptions of Teaching Mathematic for Early Childhood Education At TK Sabbihisma Padang
Misconceptions of Teaching Mathematic for Early Childhood Education At TK Sabbihisma Padang, 2019
The aim of this paper is to identify how teachers misconception of mathematic for early childhood can affect children’s acquisition of mathematic concept. In other words, this paper is to aimed whether some misconceptions happen in teaching Mathematic for early children education. This paper details a case study focused on Class B of TK Sabbihisma 2 in Padang. Two lessons were absorved and three children from each classes were interviewed. Through the anylisis of teacher’s responses it was possible to identify specific misconception related to the concept addiction and substraction. The result that indicate that it is very important to be aware of what misconception teachers have, because this can help them make plan lesson for children to overcome their misconceptions.
ИМО – Истраживање математиочког образовања, ISSN (p) 2303-4890, ISSN 1986–518X , 2018
In order to gain insight into their beliefs about mathematics education of pre-service kindergarten / pre-school teacher’s belief, we conducted interviews with students on several faculties in Bosnia and Herzegovina (B&H). The notion of ‘pre-schools teacher’ means kindergarten teacher in our schools systems. According to what we explored on two B&H faculty of education, in the sample of our sixty-two students, who are preparing to be teachers in preschools in the Republic of Srpska (RS) and the Federation of Bosnia and Herzegovina (FB&H), we concluded the following: - The course Elementary mathematical concepts (EMC), what is taught and learned in the first year, is very useful and necessary need for these students since they entered this college with very poor math skills. In particular, their mathematical vocabulary is very poor. - Almost 65% of tested students possess insufficient knowledge of high school mathematics. 87% of them have a very low average grade in this subject. We estimate that they are very difficult to follow lectures of the academic course EMC. - Their beliefs about the importance of mathematics and necessity of mathematics education for the future profession are questionable, i.e. low and insufficient, and their motivation for the course EMC are extremely poor. - These researchers believe that these parameters in our university education of this teacher’s profile cannot significantly change in the short term. - Therefore, we suggest to the academic community to give due attention to the research of necessary mathematical knowledge and necessary methodical knowledge of implementers of mathematical topics in preschools. We encourage researchers to publish the collected data of such research. These researchers are convinced that the increased number of research of mathematical and methodical mathematical proficiencies of preschool teachers will encourage our community to pay more attention to the preschool teacher’s education.
Pre-primary Teachers' Perception on Mathematics for the Children of Year 5-6
2016
The perception of teachers plays a significant role in teaching children. Teachers’ beliefs are really crucial for any mathematics education. It can also affect teaching and learning (Ernest, 1989; Fang, 1996). At the same time, children who start off with better mathematical understanding often become more competent in math than their peers (Aunola, Leskinen, Lerkkanen, & Nurmi, 2004). So it is imperative that children learn early math in their pre-primary grade. To accomplish that effectively, the knowledge on the perception and practice of the pre-primary teachers regarding teaching early math is vital. The pivotal point of this research is the perception and practice regarding early math of the pre-primary teachers. So through this research, it has been attempted to explore the perception of the pre-primary teachers on mathematics and to identify the current practices of teachers during teaching mathematics. Qualitative approach with purposive sampling technique has been used to carry out this research with GO & NGO pre-primary teachers at urban and semi-urban areas. Primary data for this research have been collected through observation, FGD and IDI. Two classrooms, one at GO school and one at NGO run school were observed, two FGDs were administered, one with six GO pre-primary teachers and one with six NGO pre-primary teachers. Six IDIs with GO teachers and six IDIs with NGO teachers were done as well. The questionnaire was pretested before the actual research. The findings of this research reveal that although most of the teachers believe that early math should be included in pre-primary, they fail to reason behind its inclusion. Some of ix | page them casually think that children may get some elementary idea about math especially related to counting and numbers at this age but they fail to back it up with reason. At the same time, pre-primary teachers both GO and NGO lack a great deal of conceptual understanding on early math. They practice the activities suggested in the Government TG without understanding whether the activities are related to math or not. It is also evident that teachers perceive literacy more important than early math while both literacy and early mathematics demand equal treatment and priority. Almost all the teachers informed that they have never seen the curriculum of the pre-primary let alone the portion on early math in the curriculum. This clearly shows that they lack the knowledge on curriculum which means they also lack the knowledge on the principles of the development of child development as well as the objectives of the pre-primary education including early math as these are well documented in the curriculum. Most of the teachers find mathematical operations like addition and subtraction difficult to teach. At the same time, they informed about the lack of resources and materials while some of the NGO teachers stated about space problems in the classroom which hinder the activities given in the TG. Analyzing the facts, this research makes some recommendations. First, Government 15 day training should be revised and redesigned. It should include some activities through which clear conceptual understanding on mathematics can be developed among the teachers so that the teachers can understand how the concept of early math influence the later achievement in mathematics of the children. As a result, they will be able to contribute to the development of mathematical concepts among the children. Apart from x | page the 15 day training, more effective early childhood teacher preparation needs to be created along with continuous professional development. Adequate materials should be provided by the school authority or the NGO. Further study can be undertaken to make an enquiry on teachers’ knowledge on math, teaching styles or strategies they employ to enhance the mathematical abilities of the children.
Views of prospective early childhood education teachers, towards mathematics and its instruction
European Journal of Teacher Education, 2007
The questions this paper attempts to answer are related to the attitudes of student teachers of the Department of Early Childhood Education at the University of Patras (Greece) towards mathematics, as well as their views on the instruction of mathematics in Early Childhood Education. The research sample included 52 students in the fourth semester of studies, who were invited to answer a questionnaire with respect to mathematics and its instruction. The findings reveal the negative attitude our research subjects adopt towards mathematics. Their epistemological views on mathematics and its instruction do not constitute a single and solid conceptual system. These findings underline the need to improve the mathematical education offered to student teachers of Early Childhood Education.
Research in Pedagogy, 2021
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 ...
As in many countries, early childhood teachers introduce mathematics content in kindergartens in Turkey. Therefore, early childhood teachers should master a certain level of mathematics knowledge and are offered a mathematics methods course in faculties of education. Teacher training programs are also expected to improve early childhood preservice teachers (PSTs) attitudes towards mathematics (ATM). In this context, it seems important to investigate whether and how much early childhood PSTs' attitude towards mathematics changed throughout their university lives. Our study was conducted with a sampling of 43 participants studying at a state university in the north of Turkey, in the Black Sea Region. The data was collected from early childhood PSTs using the same attitude scale in their 1st and 3rd years of study. The quantitative analysis of the data in SPSS 22 using t-test for paired samples demonstrated that the early childhood PSTs' attitudes towards mathematics have improved from the 1st to the 3rd year. In our sampling, one-way ANOVA and t-test for independent samples revealed that the ATM of the early childhood PSTs were not associated with variables such as gender, the type of completed high school, total family income, and parents' level of education. Based on the findings, it was concluded that the mathematics methods course offered to early childhood PSTs in their 2nd year might be effective in improving the attitudes towards mathematics.