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Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics

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Abstract

The purpose of this study was to assess 81 kindergarten teachers’ pedagogical content knowledge of mathematics on six subcategory areas such as number sense, pattern, ordering, shapes, spatial sense, and comparison. The data showed participants possessed a higher level of pedagogical content knowledge of “number sense” (M = 89.12) compared to other mathematics pedagogical content areas. The second highest scores among six subcategories of pedagogical content knowledge of mathematics was for the pedagogical content area of “pattern” (M = 82.33). The lowest scores among those six subcategories of kindergarten teachers’ pedagogical content knowledge were obtained from the subcategory of “spatial sense” (M = 44.23), which involved the means to introduce children to spatial relationships. The second lowest score was obtained for the subcategory of “comparison” (M = 50.40) which involved the means to introduce the concept of graphing and the use of a balance scale for measurement.

Résumé

El propósito de este estudio fue el evaluar el conocimiento pedagógico del contenido de matemáticas en 81 maestros de educación infantil en seis subcategorías tales como el sentido de número, patrones, orden, sentido espacial y comparación. Los datos mostraron que los participantes poseen un nivel más alto de conocimiento pedagógico en “sentido de número” (M = 89.12) en comparación con otras áreas de contenido pedagógico de matemáticas. El segundo resultado más alto entres las seis subcategorías fue el área de contenido pedagógico de “patrones” (M = 82.33). Las dos subcategorías que muestran más bajos resultados en relación al conocimiento pedagógico del contenido de matemáticas en maestros de educación infantil fue la subcategoría de “sentido espacial” (M = 44.23), lo cual incluyó los medios por los cuales se introducen o presentan relaciones espaciales a los niños. El segundo resultado más bajo fue obtenido para la subcategoría de “comparación” (M = 50.40) lo que incluyó el cómo introducir el concepto de graficar y la utilización de una escala de balance para la medición.

Resumen

Le but de cette étude était d’évaluer chez 81 professeurs de jardin d’enfants la connaissance de six sous-catégories de contenu pédagogique en mathématiques, soit le sens du nombre, le modèle, la mise en ordre, les formes, le sens spatial, et la comparaison. Les données montrent que les participants connaissaient mieux le contenu pédagogique du «sens du nombre » (M = 89.12) que de celui des autres secteurs. Le deuxième score de connaissance le plus élevé parmi les six sous-catégories de contenu pédagogique en mathématiques se trouve au secteur « modèle » (M = 82.33). Le score le plus bas des professeurs de jardin d’enfants à ces six sous-catégories a été obtenu à la sous-catégorie « sens spatial » (M = 44.23), relative aux moyens de présenter les relations spatiales aux enfants. Le deuxième score le plus bas a été obtenu à la sous-catégorie « comparaison » (M = 50.40) qui portait sur les moyens de présenter le concept de graphique et l’usage d’une balance à fléau pour mesurer.

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  1. Department of Curriculum and Instruction-EC4, College of Education and Health Professions, University of Texas at Arlington, Science Hall # 322C, 502 Yeats, Box 19777, Arlington, TX, 76019, USA

    Joohi Lee

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Lee, J. Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics. IJEC 42, 27–41 (2010). https://doi.org/10.1007/s13158-010-0003-9

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