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Perceptions of early childhood teachers about mathematical knowledge for teaching
Hong, Hae Kyung (Cheonnam University)
This study investigates the perceptions of early childhood teachers about mathematical knowledge for teaching. Three hundred sixty-three kindergarten and child care center teachers completed questionnaires about mathematical knowledge for teaching in early mathematics education. Nine items centered on knowledge of curriculum, 10 items on content knowledge, 17 items on knowledge of teaching, 5 items on learners (young children), and 4 items on professional development were rated on a 5-point Likert-type scale. The Cronbach α reliability test results ranged from .90-.98. The results demonstrate that early childhood teachers have high perceptions about mathematical knowledge for teaching being especially high on the knowledge of teaching and lowest on content knowledge. The perceptions of early childhood teachers about mathematical knowledge for teaching differed by education level, certificate, coursework, working institution, and teaching child` ages.
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