Mathematics in Early Childhood Education: Awareness, Perspectives, Knowledge

Abstract

Abstract This qualitative study investigates the awareness of preschool teachers regarding the importance of mathematics education. The study also examines their knowledge and perspectives on an effective early years math curriculum and pedagogy using a qualitative case study approach. The study sample included 27 teachers at preschools located in the southeast region of Turkey. Semi-structured interviews were conducted to obtain the required data. The interviews were audio-recorded and subsequently transcribed into full text in Turkish, with selected quotes being translated into English. The collated data were analyzed using an emergent coding approach. The teachers believed that providing a solid mathematical foundation in early childhood increases students’ engagement in future mathematics courses. However, in the absence of a formal early years mathematics curriculum, the findings indicate that early years teachers require pedagogical knowledge and a relevant curriculum to teach young children mathematics. This is necessary for the development of children's mathematical thinking and to broaden children’s understanding as to how they can improve their strategies for using math knowledge to solve problems.