This study aimed to develop a measurement tool in order to assess preschool teachers’ pedagogical content knowledge regarding mathematics. The study was based on 300 preschool teachers working in formal independent kindergartens and nursery classes of primary/secondary schools in the Kahramanmaras Province of Turkey. Among the participants, 150 were chosen for pre-application and 150 for the main application. The scale consists of five different case studies and a total of 35 items, including dialogues that focus on mathematical content and processes reflected in children’s talk during their play. In calculating the reliability of the scale, Cronbach Alpha was found to be .95 for the pre-application and .96 for the main application. For the validity of the scale, exploratory and confirmatory factor analyses were performed. The exploratory factor analysis results revealed the scale to be a single-factor structure. When the factor loads of each relevant item were examined, no item was found to exist with a factor load value of less than .30. After confirmatory factor analysis was performed, the model fit indices of CFI, TLI, RMSEA, and SRMR values were found to be .91, .91, .06 and .06, respectively. These results show the model to be reliable to an acceptable level. Based on the findings, it could be concluded that the scale is an instrument that produces valid and reliable measures, and that it can be used in order to determine the preschool teachers’ pedagogical content knowledge regarding mathematics.

中文翻译：

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幼儿数学教学内容知识量表的编制

这项研究旨在开发一种测量工具，以评估学龄前教师关于数学的教学内容知识。这项研究基于土耳其Kahramanmaras省正规正规独立幼儿园和小学/中学幼儿园班的300名学前教师。在参与者中，有150人被选为预申请者，而150人被选为主要申请者。该量表由五个不同的案例研究和总共35个项目组成，其中包括侧重于儿童游戏过程中儿童谈话中反映的数学内容和过程的对话。在计算电子秤的可靠性时，发现Cronbach Alpha对于预应用是0.95，对于主要应用是0.96。为了验证量表的有效性，进行了探索性和确认性因素分析。探索性因素分析结果显示该量表为单因素结构。在检查了每个相关项目的因素负荷时，没有发现因素负荷值小于.30的项目。进行验证性因素分析后，发现CFI，TLI，RMSEA和SRMR值的模型拟合指数分别为0.91、0.91、0.06和0.06。这些结果表明该模型在可接受的水平上是可靠的。根据调查结果，可以得出结论，该量表是一种可以产生有效且可靠的量度的工具，可以用来确定学前班级教师关于数学的教学内容知识。没有发现存在因子负载值小于.30的项目。进行验证性因素分析后，发现CFI，TLI，RMSEA和SRMR值的模型拟合指数分别为0.91、0.91、0.06和0.06。这些结果表明该模型在可接受的水平上是可靠的。根据调查结果，可以得出结论，该量表是一种可以产生有效且可靠的量度的工具，可以用来确定学前班级教师关于数学的教学内容知识。没有发现存在因子负载值小于.30的项目。进行验证性因素分析后，发现CFI，TLI，RMSEA和SRMR值的模型拟合指数分别为0.91、0.91、0.06和0.06。这些结果表明该模型在可接受的水平上是可靠的。根据调查结果，可以得出结论，该量表是一种可以产生有效且可靠的量度的工具，可以用来确定学前班级教师关于数学的教学内容知识。