The relationship between preschool teachers pedagogical content knowledge in mathematics, childrens' math ability and liking
- 1 January 2021
- journal article
- Published by Centre for Evaluation in Education and Science (CEON/CEES) in Research in Pedagogy
- Vol. 11 (2), 359-376
- https://doi.org/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.Keywords
This publication has 26 references indexed in Scilit:
- Child and home predictors of early numeracy skills in kindergartenEarly Childhood Research Quarterly, 2012
- Pedagogical Content Knowledge for Preschool Mathematics: Construct Validity of a New Teacher InterviewJournal of Research in Childhood Education, 2012
- Educational e-books: a support for vocabulary and early math for children at risk for learning disabilitiesEducational Media International, 2012
- Executive Functions as Predictors of Math Learning DisabilitiesJournal of Learning Disabilities, 2010
- Mathematics Education in the Early Years: Building BridgesContemporary Issues in Early Childhood, 2009
- Content Knowledge for TeachingJournal of Teacher Education, 2008
- The Four-Phase Model of Interest DevelopmentEducational Psychologist, 2006
- Effects of Teachers’ Mathematical Knowledge for Teaching on Student AchievementAmerican Educational Research Journal, 2005
- Teachers' Physical, Mental, and Emotional Burnout: Impact on Intention to QuitThe Journal of Psychology, 1999
- Those Who Understand: Knowledge Growth in TeachingEducational Researcher, 1986