Objective: The purpose of this study is to examine the direct and indirect effects of early childhood teachers' educational beliefs in a developmentally appropriate practice (DAP) on mathematics pedagogical content knowledge (MPCK) via curriculum implementation. It also examines whether this pathway differs according to the experience of the teacher education on the early childhood mathematics during their pre-service or in-service period. Methods: For this purpose, 327 early childhood teachers of childcare centers in Seoul and the metropolitan area answered a questionnaire. Stepwise multiple regression analysis was used to analyze the data. Conclusion: The teachers' educational beliefs in DAP predicted MPCK directly as well as indirectly through curriculum implementation. In addition, when teachers had experienced pre-service or inservice teacher education on the early childhood mathematics, the teachers' educational beliefs in DAP had a direct influence on the MPCK and an indirect one through the curriculum implementation. However, when teachers had not experienced that type of training, beliefs in DAP were indirectly influenced by curriculum implementation. The results of this study can be used to explore ways to improve teachers' mathematics pedagogical content knowledge and contribute to the development of teachers' education programs.

Objectives: This study aimed to examine the effects of an everyday life problem-solving centered preschool mathematical program on young children's mathematical problem-solving and attitude. Methods: We selected two classes of children aged 5-6 years. There were 23 children in the experiment group and 23 children in the comparison group in S city from June 20, 2018 to August 20, 2018. Using the SPSS WINDOWS 21.0 program, independent samples t-tests and corresponding sample t-tests were implemented. Results: The everyday life problem-solving centered preschool mathematical program had positive effects on improving children's mathematical problem-solving but not their mathematical attitude in the experiment group. Conclusion: By showing the value of preschool mathematical education in everyday life, this study will be helpful improving preschool mathematical programs.