A Unique Program (“Senso-Math”) for Teaching Mathematics in Preschool: Evaluating Facilitator Training

Abstract

This study followed a five-year program, entitled "Senso-Math", whose goal was to train facilitators involved in the promotion of early childhood mathematical knowledge in preschool-an important goal in preschool education today-following which the trained facilitators taught mathematics in preschool alongside the regular preschool teachers. During the program, 500 facilitators activated 10,000 three-to-six-year-old children. The program included various demographic sectors. This study examines both the program's contribution to the professional development of the mathematical education facilitators, and the facilitators' attitudes to mathematical education in the preschool. While the results indicated that, overall, the program contributed positively to the facilitators' professional development and showed a positive trend in the participants' attitude regarding mathematics education in the preschool, the findings also revealed differences among the various demographic sectors studied (Jewish Orthodox, Jewish immigrants from the Caucasus, and Druze).

Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers- Perspective of Numbers

“…Unfortunately, studies conducted in recent years indicate that teachers assigned with teaching preschool mathematics do not have adequate knowledge. This may stem from negative personal experiences or a lack of appropriate training in college (Tirosh & Graeber, 1990;Hassidov & Ilany, 2014;2015).…”

Perspective of “Quantity” between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Pre-Service and Preschool Teachers

“…Un-fortunately, studies conducted in recent years indicate that teachers assigned with teaching preschool mathematics do not have adequate knowledge. This may stem from negative personal experiences or a lack of appropriate training in college (Tirosh & Graeber, 1990;Hassidov & Ilany, 2014. They often use the knowledge and experience they bring from daily life, meaning that they might not always give the correct mathematical importance to the symbol.…”