This study applied practical mathematics in promoting professional mathematical teaching for preservice kindergarten teachers. The research involved combining qualitative and quantitative methods to explore the effectiveness of practical mathematics instruction. The subjects were 54 student teachers who were part of a mathematics class. All of them received the intervention of “practical mathematics instruction” for 15 weeks. The research was designed to promote regular daily practice of mathematics teaching, to strengthen mathematical concepts by using practice-based materials, and to enable preservice kindergarten teachers to apply their mathematics learning in teaching children mathematics. The results indicate that the intervention benefitted preservice kindergarten teachers, whose knowledge and attitudes toward teaching preschool mathematics exhibited a favorable change. Using the invention, preservice kindergarten teachers could experience the value of mathematics in daily life; furthermore, they applied the mathematical knowledge that they acquired through instruction to the mathematics that they taught to young learners through regular daily practice. The results warrant further discussion.
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Practical Mathematics in Promoting the Professional Development of Mathematical Teaching for Preservice Kindergarten Teachers
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