Development the Scale of Ability of Preschool Teachers to Promote Children’s Mathematical Thinking, and Situational Analysis of Japanese Preschool Teachers

Abstract

This study developed the scale that assesses the ability of preschool teachers to promote children’s mathematical thinking, and conducted the situational analysis of Japanese preschool teachers. The purpose of this study was to develop the scale of the ability about promoting children’s mathematical thinking in preschool teachers and assess their ability. For that reason, a questionnaire was conducted to preschool teachers who were working in preschools (N = 157) and, a survey of exploratory factor analysis was conducted, which extracted seven factors: “The ability to read the play that leads to Basis of Mathematics (extensions)”, “Advice for leading to Basis of Mathematics”, “The way of thinking to Basis of Mathematics”, “Practice of childcare leading to Basis of Mathematics”, “The ability to read the play that leads to Basis of Mathematics (basics)”, “Understanding Basis of Mathematics”, and “The way of thinking to preschool education”. Then, the situational analysis was conducted. Results indicated the ability of preschool teachers to promote children’s mathematical thinking in preschool teachers was not at enough level. Furthermore, the t-test conducted on the several experiences of preschool teachers and the seven factors was investigated. Results indicated that on the five factors the average values of teachers who had an experience of working in kindergarten were higher than that of teachers who had no experience of working kindergarten. These results suggest that developing the scale to assess the ability of preschool teachers in order to promote children’s mathematical thinking is significant and by using this scale we become able to grasp the actual situation of the teachers and the important matter of teachers’ education.