AN EXPLORATION OF EARLY CHILDHOOD EDUCATORS' PEDAGOGICAL CONTENT KNOWLEDGE OF MATHEMATICS: A MIXED METHODS STUDY
Authors: Dr. Ali Yiğit KUTLUCA, Mikail DURSUN
DOI: 10.87349/ahuri/181036
Page No: 69-91
Abstract
The primary objective of this study was to explore how early childhood educators' pedagogical content knowledge (Math-PCK) related to mathematics influences their conceptualization of activity plans. The secondary objective was to determine the Mat-PCK levels of early childhood educators and to examine statistical differences based on various demographic variables. This mixed-methods study utilized the Math-PCK Scale among 50 early childhood educators in Ardahan, Turkey. Sixteen educators representing high and low Mat-PCK levels were identified. These participants then used the Activity Plan Structure Form (APSF) to construct their conceptualizations of mathematics. Quantitative findings indicated that Math-PCK levels varied significantly across educational level, institution type, and the age group of children taught. Qualitative results indicated that educators with high Math-PCK levels demonstrated greater conceptual coherence, developmental appropriateness, and contextualization in their activity plans, while those with low Math-PCK levels presented superficial content with limited pedagogical justification. Overall, the findings highlight the importance of strengthening pedagogical knowledge in early childhood mathematics education by emphasizing that pedagogical content knowledge related to mathematics is shaped not only by educators' formal knowledge but also by how they plan and implement mathematical activities.
