Mathematics in Early Education: Evaluating the Pedagogical Content Knowledge of Turkish Pre-service Preschool Teachers

Öz

This study aims to explore the pedagogical content knowledge levels of mathematics among pre-service preschool teachers in terms of various variables. The working group involved a total of 262 pre-service teachers, comprising 152 individuals in the 2nd grade and 110 in the 4th grade, studying in the preschool teaching program at four distinct state universities in Turkey. The study employed the relational survey model, utilizing “Pre-service Teachers Information Form” and “Preschool Education Teachers’ Pedagogical Content Knowledge Scale on Mathematics” as data collection instruments. The findings demonstrated that pre-service teachers exhibited close to high level of pedagogical content knowledge in mathematics. The content areas in which pre-service teachers provided the most correct answers were counting, matching, and graphing, while processes were found to be particularly associated with communication and association. Pre-service teachers’ pedagogical content knowledge of mathematics did not differ significantly across grade levels. On analysing the content and processes separately based upon grade levels, a significant difference favouring fourth graders was identified, particularly in matching, pattern, and classification. However, no significant difference was observed in processes concerning grade levels. The participants’ pedagogical content knowledge of mathematics did not significantly vary across the universities they attended.

Anahtar Kelimeler

• Preschool education
• pedagogical content knowledge
• mathematics
• content
• process

Etik Beyan

The authors declare that all information in this study has been obtained and presented in accordance with academic rules and ethical conduct.

Kaynakça

1. Argın, Y. & Dağlıoğlu, H. E. (2020). An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. İlköğretim Online 19,(4), 1948-1962. https://doi.org/10.17051/ilkonline.2020.762762
2. Australian Council of Deans of Education [ACDE] (2012). ACDE Report to AITSL on Standards 3.1 and 3.2.
3. Australian Institute for Teaching and School Leadership [AITSL] (2011). National Professional Standards for Teaching. Melbourne, Australia: Education Services Australia. http://www.teacherstandards.aitsl.edu.au/Standards/AllStandards
4. Baki, A. & Hacısalihoğlu Karadeniz, M. (2013). Okul Öncesi eğitim programının matematik uygulama sürecinden yansımalar [Reflections from in-class mathematics applications in pre-school educational curriculum]. Kastamonu Education Journal, 21(2), 619-636.
5. Bilgen, Z. & Öztürk, Y.A. (2023). Investigation of pedagogical content knowledge of ın-service and pre-service pre-school teachers in pre-school mathematics. International Journal of Progressive Education, 19(5), 126-152. https://doi.org/10.29329/ijpe.2023.603.9
6. Blömeke, S., Gustafsson, J. E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194
7. Chang, I. (2023). Early numeracy and literacy skills and their influences on fourth-grade mathematics achievement: A moderated mediation model. Large-scale Assess Educ 11, 18. https://doi.org/10.1186/s40536-023-00168-6
8. Chen, Q., & Li, J. (2014). Association between individual differences in non-symbolic number acuity and math performance: A meta-analysis. Acta Psychologica, 148, 163-172. https://doi.org/10.1016/j.actpsy.2014.01.016

9. Chen, J. Q., McCray, J., Adams, M., & Leow, C. (2014). A survey study of early childhood teachers’ beliefs and confidence about teaching early math. Early Childhood Education Journal, 42(6), 367–377. https://doi.org/10.1007/s10643-013-0619-0
10. Claessens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teacher’s College Record, 115(6), 1–29.
11. Clements, D., & Sarama, J. (2011). Early childhood teacher education: The case of geometry.Journal of Mathematics Teacher Education, 14(2), 133–148. https://doi.org/10.1007/s10857-011-9173-0
12. Council of Higher Education (CHE) (2018). Okul Öncesi Eğitimi Lisans Programı (Preschool Education Program). https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Okul_Oncesi_Ogretmenligi_ Lisans_Programi.pdf
13. Council of High Educaiton (CHE) (2020). Delegation of authority from CHE to universities. Higher Education Council. https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx
14. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
15. Dağlıoğlu, H.E. (2020). Matematik ve matematiksel düşünme [Mathematics and mathematical thinking]. H.E. Dağlıoğlu (editör). Erken çocukluk döneminde matematik eğitimi[Mathematic education in early childhood] (pp:1-16). Anı.
16. Dağlı, H., Dağlıoğlu, H. E., & Atalmış, E. H. (2019). Development of a Preschool Teachers’ Pedagogical Content Knowledge Scale regarding mathematics. International Journal of Assessment Tools in Education, 6(4), 617–635.
17. Demirbaş, M. (2019). Okul öncesi öğretmen adayları ve okul öncesi öğretmenlerinin matematiksel inanç düzeyleri ile matematiksel pedagojik yeterlik düzeyleri arasındaki ilişkinin incelenmesi [Analgeing the relationship between the preservice and preschool teacher’s mathematical beliefs and mathematical competency levels]. Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü, Konya.
18. Education Reform Initiative [Eğitim Reformu Girişimi-ERG). (2015). Eğitim izleme raporu 2014-2015 (Education monitoring report 2014-2015). https://egitimreformugirisimi.org/wp-content/uploads/2017/03/EIR2014-15_02.12.15.WEB_0.pdf
19. European Commission/EACEA/Eurydice. (2018). Teaching careers in Europe: Access, progression and support. Eurydice report. Publication Office of the European Union.
20. Field, A. (2009). Discovering statistics using SPSS. (Third edition). SAGE Publications.
21. Fuentes-Abeledo, E.-J., González-Sanmamed, M., Muñoz-Carril, P. C., & Veiga-Rio, E.-J. (2020). Teacher training and learning to teach: An analysis of tasks in the practicum. European Journal of Teacher Education, 43(3), 333–351. https://doi.org/10.1080/02619768.2020.1748595
22. Gazi University. (n.d.). Preschool Education Bachelor's Program. Gazi University https://obs.gazi.edu.tr/oibs/bologna/index.aspx?lang=tr&curOp=showPac&curUnit=05&curSunit=51111627#
23. Genç, S., & Soysal M. (2018). Parametrik ve parametrik olmayan çoklu karşılaştırma testleri [Parametric and nonparametric Post Hoc Tests]. Black Sea Journal of Engineering and Science 1, 18–27.
24. Gilken, J., Longley, J., & Crosby, J. (2023). Finding space for Infants and toddlers in early childhood teacher preparation programs. Early Childhood Education Journal, 51(2), 333–344. https://doi.org/10.1007/s10643-021-01299-7
25. Goldrine Godoy, T. C., Reyes-Santander, P., & Ayarza, R. O. (2021). Mathematical knowledge and overall practice in initial teacher education of early childhood teachers. Revista Brasileira de Educação, 26, e260061. https://doi.org/10.1590/S1413-24782021260061
26. Hacettepe University. (n.d.). Preschool Education Bachelor's Program. Hacettepe University. https://bilsis.hacettepe.edu.tr/oibs/bologna/index.aspx?lang=tr&curOp=showPac&curUnit=440&curSunit=781#
27. Hammerness, K.; Darling-Hammond, L.; Bransford, J.; Berliner, D.; Cochran- Smith, M.; Mcdonald, M.; Ziechner, Z. (2005). How teachers learn and develop. In: Hammerness D.; Bransford J. (orgs.). Preparing teachers for a changing world. (p. 358–389).Jossey-Bass.
28. Heckman, J., & Masterov, D. (2007). The productivity argument for investing in young children. Science, 29(3), 446–493. In Hong, K. (2013). Preschool teachers’ knowledge of chıldren’s mathematıcal development and belıefs about teachıng mathematıcs. Doctoral Dissertation, University of North Texas, Texas.
29. Jang, Y. J.(2013). Perspectıves on mathematics education for young children (Doctoral dissertation). Graduate College of the University of Illinois, Illinois.
30. Konca, A. S. & Özçakır, B. (2021). Okul öncesi öğretmenlerinin ve öğretmen adaylarının matematiksel gelişim inancı ve erken çocukluk matematik pedagojik alan bilgisi [Pre-service and inservice preschool teachers’ mathematical development belief and pedagogical content knowledge in early mathematics]. Cumhuriyet International Journal of Education 10 (4),1648-1671. doi: 10.30703/cije.894044
31. Korkmaz, H. İ., & Şahin, Ö. (2019). An investigation of preschool teacher candidates’ content knowledge on angular shapes. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 13(2). https://doi.org/10.17522/balikesirnef.512595
32. Kunter, M. (2013). Cognitive activation in the mathematics classroom and professional competence of teachers results from the COACTIV project. Springer-Verlag.
33. Leavy, A. & Hourigan, M. (2018). Using lesson study to support the teaching of early number concepts: Examining the development of prospective teachers’ specialised content knowledge. Early Childhood Education Journal, 46(1), 47–60, https://doi.org/10.1007/s10643-016-0834-6
34. Lee, J. E. (2017) Preschool teachers’ pedagogical content knowledge in mathematics. IJEC, 49: 229–243. https://doi.org/10.1007/s13158-017-0189-1
35. Lee, J. (2010). Exploring kindergarten teachers’ pedagogical content knowledge of mathematics. International Journal of Early Childhood,42 (1),27–41 https://doi.org/10.1007/s13158-010-0003-9
36. Leigh, R. F. (2024). Assessment of mathematical pedagogical content knowledge of early childhood education pre-service teachers in Southwestern Nigeria. Unilorin Journal of Lifelong Education, 8(1). https://ujlle.org.ng/index.php/ujlle/article/view/200
37. Li, X. (2021). Investigating US preschool teachers’ math teaching knowledge in counting and numbers. Early Education and Development, 32(4), 589–607. https://doi.org/10.1080/10409289.2020.1785226
38. Linder, S. M., Ramey, M., & Zambak, J. (2013). Predictors of school readiness in literacy and mathematics: A selective review of the literature. Early Childhood Research and Practice, 15(1). http://ecrp.uiuc.edu/v15n1/linder.html
39. Lugo, J., Vílchez, O., & Romero, L. (2019). Didactics and development of mathematical logical thinking: A hermeneutic approach from the early education scenario (Spanish). Revista Logos Ciencia & Tecnología, 11(3), 18–29. https://www.redalyc.org/journal/5177/517762280003/html/
40. MacDonald, A., & Murphy, S. (2019). Mathematics education for children under four years of age: A systematic review of the literature. Early Years, 41(5), 522–539. https://doi.org/10.1080/09575146.2019.1624507
41. Markovits, Z., & Patkin, D. (2020). Preschool in-service teachers and geometry: Attitudes, beliefs, and knowledge. International Electronic Journal of Mathematics Education, 16(1), em0619. https://doi.org/10.29333/iejme/9303
42. McCray, J. (2008). Pedagogıcal content knowledge for preschool mathematics: Relationships to teaching practices and child outcomes. Doctoral Dissertation, Loyola Unıversıty, Chicago.
43. Mononen, R.& Aunio, P. (2013). Early mathematical performance in Finnish kindergarten and grade one. Lumat,1 (3),245-262.
44. Morgan, C., Craig, T., Schuette, M., & Wagner, D. (2014). Language and communication in mathematics education: An overview of research in the field. ZDM - International Journal on Mathematics Education, 46(6), 843–853. https://doi.org/10.1007/s11858-014-0624-9
45. Mukandayambaje, E. & Maniraho, J.F. (2021). Pre-primary school teachers’ pedagogical content knowledge in teaching mathematics: A review of literature, African Journal of Educational Studies in Mathematics and Sciences, 17 (2), 41-50.
46. National Council of Teachers of Mathematics (NCTM),(2000). Principles and Standarts for School Matmematics. NCTM.
47. National Scientific Council on the Developing Child. (2007). The timing and quality of early experiences combine to shape brain architecture: Working paper No. 5. www.developingchild.harvard.edu
48. Orçan Kaçan, M., & Halmatov, M. (2017). Türkiye’de uygulanan okul öncesi eğitim matematik: Planlama ve uygulama [Mathematics in pre-school education program in Turkey: Planning and implementation]. Pamukkale University Journal of Education, 42, 149–161.
49. Organization for Economic Cooperation and Development Education Policy Outlook (OECD). (2015). https://www.oecd.org/edu/EPO%202015_Highlights.pdf
50. Padilla, M. O., Velasco, N. Y. G., & Ortiz, S. A. (2025). Analysis of pedagogical content knowledge for teaching mathematics in early childhood education. Journal of Infrastructure, Policy and Development, 9(1), 10135. https://doi.org/10.24294/jipd10135
51. Pekince, P. & Avcı, N. (2016). Okul öncesi öğretmenlerinin erken çocukluk matematiği ile ilgili uygulamaları: Etkinlik planlarına nitel bir bakış [Pre-school teachers’ applications related to early childhood mathematics: A qualitative look at activity plans]. Kastamonu Education Journal, 24(5), 2391-2408.
52. Platas, M. (2008). Measuring teachers’ knowledge of early mathematical development and their beliefs about mathematics teaching and learning in the preschool classroom. Doctoral (Thesis) University of California, Berkeley.
53. Rockel, J. (2014). Critical professional issues in labour force development for teachers with children up to two years of age: A NewZealand perspective. Early Child Development and Care, 184(2),161–176. https://doi.org/10.1080/03004430.2013.773993
54. Samuel Sánchez, M.; Vanegas Muñoz, Y.; Giménez Rodríguez, J. (2015). Conocimiento Matemático para la Enseñanza en la Resolución de problemas geométricos con Futuros Maestros de Educación Infantil. In: Interamerican Conference On Mathematics Education, 14., Tuxtla Gutiérrez. Anales […]. Tuxtla Gutiérrez: CIAEM, p. 1–13. http://xiv.ciaem-redumate.org/index.php/xiv_ciaem/xiv_ciaem/paper/viewFile/299/167
55. Setyaningrum, W., Mahmudi, A. & Murdanu, M. (2018). Pedagogical content knowledge of mathematics pre-service teachers: Do they know their students?. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1097/1/012098
56. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15(2), 4–14.
57. Stephen, C. (2010). Pedagogy: The silent partner in early years learning. Early Years, 30(1), 15–28. https://doi.org/10.1080/09575140903402881
58. Thiel, O. (2010). Teachers’ attitudes towards mathematics in early childhood education. European Early Childhood Education Research Journal, 18(1), 105-11.
59. Thornton, J. S., Crim, C. L., & Hawkins, J. (2009). The impact of an ongoing professional development program on prekindergarten teachers’ mathematics practices. Journal of Early Childhood Teacher Education, 30, 150–161. https://doi.org/10.1080/10901020902885745
60. TIMMS, (2015). Ulusal matematik ve fen bilimleri ön raporu 4. ve 8. sınıflar [National math and science preliminary report Grades 4 and 8]. MEB.
61. Torbeyns, J., Verbruggen, S., & Depaepe, F. (2020). Pedagogical content knowledge in preservice preschool teachers and its association with opportunities to learn during teacher training. ZDM, 52(2), 269–280. https://doi.org/10.1007/s11858-019-01088-y
62. Turkish Education Association Think Tank (TEDMEM). (2024). Eğitim değerlendirme raporu (Training evaluation report). https://tedmem.org/storage/publications/April2025/RsyTd5Ck0u5TlAUQd7yS.pdf
63. Umay, A. (2003). Okul öncesi öğretmen adaylarının matematik öğretmeye ne kadar hazır olduklarına ilişkin bazı ipuçları [Some clues on how much preschool teacher candidates ready to teach mathematics]. Hacettepe University Journal of Education, 25, 194-203.
64. United Nations Educational, Scientific and Cultural Organization (UNESCO). (2015). The right to education and the teaching profession: Overview of the measures supporting the rights, status and working conditions of the teaching profession reported on by member states. UNESCO.
65. Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: Critical questions about content, coherence, and control. The Curriculum Journal 27(3). Routledge: 387–405. https://doi.org/10.1080/09585176.2015.1129981
66. Yazlık, D.Ö. & Öngören, S. (2018). Okul öncesi öğretmenlerinin matematik etkinliklerine ilişkin görüşlerinin ve sınıf içi uygulamalarının incelenmesi (Examining preschool teachers' views on mathematics activities and classroom practices.] Ahi Evran University Journal of Kırşehir Education Faculty (KEFAD), 19 (2), 1264-1283.