Prospective Teachers' Views on Mathematics Education Curriculum Transformation in Preschool in Latvia.
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| Title: | Prospective Teachers' Views on Mathematics Education Curriculum Transformation in Preschool in Latvia. |
|---|---|
| Authors: | Vigule, Dagnija1 (AUTHOR), Helmane, Ineta1 (AUTHOR) ineta.helmane@lu.lv |
| Source: | Education Sciences. Aug2025, Vol. 15 Issue 8, p1057. 20p. |
| Subject Terms: | *Mathematics education, *Curriculum change, *Teacher attitudes, *Early childhood education, *Formative evaluation, *Preschool education, *Interactive learning |
| Geographic Terms: | Latvia |
| Abstract: | The recent reform of the preschool curriculum in Latvia signifies a paradigm shift with the objective of fostering holistic skill development. The success of this implementation is largely attributed to the pivotal role played by teacher perspectives. The present study investigates the views of pre-service early childhood teachers in Latvia on the transformation of the preschool mathematics education curriculum following the reform in 2019. A descriptive research design was employed, involving 54 focus group discussions with 271 part-time students from the University of Latvia and its regional branches. During the focus group discussions, participants analyzed and compared the changes in aims, content, assessment practices, and instructional strategies in mathematics education at the preschool level across mathematics curricula. The findings indicate an increasing appreciation for clarity in instruction, age-appropriate design, and the shift towards interactive, skills-based strategies. While prospective teachers generally support the aim of the reform, there are evident gaps in their understanding of formative assessment, integration of parental involvement, and promotion of higher-order thinking and real-life problem-solving. The study emphasizes the significance of enhancing teacher training, curriculum design, and educational policy to facilitate effective and meaningful implementation of the revised mathematics curriculum in preschool contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187613125 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Prospective Teachers' Views on Mathematics Education Curriculum Transformation in Preschool in Latvia. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Vigule%2C+Dagnija%22">Vigule, Dagnija</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Helmane%2C+Ineta%22">Helmane, Ineta</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ineta.helmane@lu.lv</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Aug2025, Vol. 15 Issue 8, p1057. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+change%22">Curriculum change</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Interactive+learning%22">Interactive learning</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Latvia%22">Latvia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The recent reform of the preschool curriculum in Latvia signifies a paradigm shift with the objective of fostering holistic skill development. The success of this implementation is largely attributed to the pivotal role played by teacher perspectives. The present study investigates the views of pre-service early childhood teachers in Latvia on the transformation of the preschool mathematics education curriculum following the reform in 2019. A descriptive research design was employed, involving 54 focus group discussions with 271 part-time students from the University of Latvia and its regional branches. During the focus group discussions, participants analyzed and compared the changes in aims, content, assessment practices, and instructional strategies in mathematics education at the preschool level across mathematics curricula. The findings indicate an increasing appreciation for clarity in instruction, age-appropriate design, and the shift towards interactive, skills-based strategies. While prospective teachers generally support the aim of the reform, there are evident gaps in their understanding of formative assessment, integration of parental involvement, and promotion of higher-order thinking and real-life problem-solving. The study emphasizes the significance of enhancing teacher training, curriculum design, and educational policy to facilitate effective and meaningful implementation of the revised mathematics curriculum in preschool contexts. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187613125 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci15081057 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 1057 Subjects: – SubjectFull: Mathematics education Type: general – SubjectFull: Curriculum change Type: general – SubjectFull: Teacher attitudes Type: general – SubjectFull: Early childhood education Type: general – SubjectFull: Formative evaluation Type: general – SubjectFull: Preschool education Type: general – SubjectFull: Interactive learning Type: general – SubjectFull: Latvia Type: general Titles: – TitleFull: Prospective Teachers' Views on Mathematics Education Curriculum Transformation in Preschool in Latvia. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Vigule, Dagnija – PersonEntity: Name: NameFull: Helmane, Ineta IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 15 – Type: issue Value: 8 Titles: – TitleFull: Education Sciences Type: main |
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