ABSTRACT

This study aimed at evaluating preschool teachers’ knowledge of early mathematical development. To this end, the validity and reliability of the ‘Knowledge of Mathematical Development (KMD) Survey,’ were determined by adapting it to Turkish culture, and using this tool, the participants’ KMD was examined with different variables. The research study was carried out with preschool teachers working at public and private preschools in the city of Giresun, Turkey. The data on preschool teachers’ knowledge of early mathematical development were collected through the KMD survey. The findings of this study indicate that the Turkish version of the KMD survey was determined to be a valid and reliable measurement instrument. KMD scores varied significantly, depending on the age of teachers and teachers’ duration of service.

摘要

本研究旨在评估学前教师对早期数学发展的了解。为此，“数学发展知识 (KMD) 调查”的有效性和可靠性是通过使其适应土耳其文化而确定的，并使用该工具使用不同的变量检查参与者的 KMD。这项研究是在土耳其吉雷松市的公立和私立幼儿园工作的幼儿园教师进行的。通过 KMD 调查收集了有关学前教师早期数学发展知识的数据。这项研究的结果表明，土耳其语版本的 KMD 调查被确定为有效且可靠的测量工具。KMD 分数差异很大，这取决于教师的年龄和教师的服务年限。