Developing Mathematics Teaching in Kindergarten

Abstract

The emphasis on teaching mathematics in early childhood and the change in the responsibilities of pre-school teachers have emphasized the need for creating new and accommodated tools that can provide teachers with solid foundation and methodical knowledge. This article demonstrates how a well-structured activity database can empower early-childhood teachers to engage children in a wide range of mathematical activities, and give them a sense of competence and self-confidence. The program was tested in 18 kindergartens. The study method was qualitative, employing the following tools: Semi-structured interviews and Observations. As a result, these teachers engage the children in mathematical activities more frequently and are more inclined to attempt a variety of new teaching methods.