The Need to Go Beyond "Basic Knowledge and Basic Skills": Development and Validation of the Early Mathematical Content Inventory for Preschool Teachers.
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| Title: | The Need to Go Beyond "Basic Knowledge and Basic Skills": Development and Validation of the Early Mathematical Content Inventory for Preschool Teachers. |
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| Authors: | Sun, Jin1 (AUTHOR) jinsun@um.edu.mo, Wang, Yushu2 (AUTHOR), Li, Jiajia1 (AUTHOR), Cheung, Sum Kwing3 (AUTHOR), Zhou, Yanling3 (AUTHOR), Zhang, Li4 (AUTHOR) |
| Source: | International Journal of Early Childhood. Dec2025, Vol. 57 Issue 3, p623-647. 25p. |
| Subject Terms: | *Mathematics education, *Curriculum, *Preschool teachers, *Teacher education, *Teacher training, Numeracy |
| Geographic Terms: | China |
| Abstract (English): | An appropriate and balanced coverage of mathematical content is of ultimate importance for quality early mathematics education. This study developed and validated the Early Mathematical Content Inventory (EMCI) for preschool teachers for achieving a balanced coverage of mathematics content in early mathematics education. The inventory was validated with 6,356 preschool teachers in China and included 17 items, which can be factored into three components: i.e., pre-numeracy, numeracy and shape, and complex mathematics activities. The results showed that numeracy and shape were the most common concepts covered in mathematical activities in Chinese preschools, followed by pre-numeracy and finally complex mathematics activities. The age group taught and the number of years of preschool teaching significantly predicted the types of mathematical content covered. Our findings suggest preschool teachers adopt the EMCI in teaching practices. More support for teachers' understanding of what content to be covered in early mathematics education should be provided in both teacher preparation and professional development programs. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Resumen: Una cobertura apropiada y equilibrada del contenido matemático es de suma importancia para una educación matemática de calidad en la primera infancia. Este estudio desarrolló y validó el Inventario de Contenido Matemático Temprano (EMCI, por sus siglas en inglés) para educadores de preescolar, con el fin de lograr una cobertura equilibrada del contenido matemático en la educación matemática temprana. El inventario fue validado con 6,356 educadores de preescolar en China e incluyó 17 ítems, que se pueden agrupar en tres componentes: es decir, pre-numeración, numeración y formas, y actividades matemáticas complejas. Los resultados mostraron que la numeración y las formas eran los conceptos más comunes cubiertos en las actividades matemáticas en los preescolares chinos, seguidos de la pre-numeración y, finalmente, de las actividades matemáticas complejas. El grupo de edad enseñado y el número de años de enseñanza en preescolar predijeron significativamente los tipos de contenido matemático cubiertos. Nuestros hallazgos sugieren que los educadores de preescolar adopten el EMCI en sus prácticas de enseñanza. Se debe proporcionar más apoyo para que los educadores comprendan qué contenido debe ser cubierto en la educación matemática temprana, tanto en la formación inicial como en los programas de desarrollo profesional. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Une couverture appropriée et équilibrée du contenu mathématique est d'une importance capitale pour garantir la qualité de l'éducation mathématique précoce. Cette étude a développé et validé l'Inventaire du Contenu Mathématique Précoce (ICMP) pour les enseignants de la maternelle afin d'atteindre une couverture équilibrée du contenu mathématique dans l'éducation mathématique précoce. L'inventaire a été validé avec 6 356 enseignants de maternelle en Chine et comprend 17 éléments, qui peuvent être classés en trois composantes : à savoir, la prénumératie, la numératie et la forme, ainsi que des activités mathématiques complexes. Les résultats ont montré que la numératie et la forme étaient les concepts les plus courants abordés dans les activités mathématiques dans les écoles maternelles chinoises, suivis par la pré-numératie et enfin les activités mathématiques complexes. Le groupe d'âge enseigné et le nombre d'années d'enseignement en maternelle prédisaient de manière significative les types de contenu mathématique abordés. Nos résultats suggèrent que les enseignants de la maternelle adoptent l'ICMP dans leurs pratiques d'enseignement. Un soutien supplémentaire pour la compréhension par les enseignants des contenus à aborder dans l'éducation mathématique précoce devrait être fourni tant dans la formation des enseignants que dans les programmes de développement professionnel. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | An appropriate and balanced coverage of mathematical content is of ultimate importance for quality early mathematics education. This study developed and validated the Early Mathematical Content Inventory (EMCI) for preschool teachers for achieving a balanced coverage of mathematics content in early mathematics education. The inventory was validated with 6,356 preschool teachers in China and included 17 items, which can be factored into three components: i.e., pre-numeracy, numeracy and shape, and complex mathematics activities. The results showed that numeracy and shape were the most common concepts covered in mathematical activities in Chinese preschools, followed by pre-numeracy and finally complex mathematics activities. The age group taught and the number of years of preschool teaching significantly predicted the types of mathematical content covered. Our findings suggest preschool teachers adopt the EMCI in teaching practices. More support for teachers' understanding of what content to be covered in early mathematics education should be provided in both teacher preparation and professional development programs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207187 |
| DOI: | 10.1007/s13158-024-00413-1 |
