Enhancing Teachers’ Pedagogical Awareness of Teaching Early Mathematical Skills – A Mixed Methods Study of Tailored Professional Development Program

Figures & data

Figure 1. Main themes and sub-themes from the thematic analysis.

Table 1. Scale scores in pedagogical awareness of teaching different early mathematical skills in the beginning and nine months after the PD program.

	Pre-test					Follow-up-test
	Min	Max	Mean	Median	SD	Min	Max	Mean	Median	SD	Z
Pedagogical awareness
NS	3.42	4.82	4.48	4.66	.49	3.68	6.20	5.18	5.32	.88	−1.69*
STS	2.58	4.66	3.81	3.81	.74	3.32	6.28	4.82	4.86	1.10	−2.03*
MTRS	2.86	5.35	4.28	4.14	.79	3.10	6.06	4.90	5.36	1.05	−1.52

*p < .05. one-tailed test.

NS = Numerical skills, STS = Spatial thinking skills, MTRS = Mathematical thinking and reasoning skills.

Table

Timeline for monthly meetings and specified trainings in early education center	Timeline for implementation in early education centers and self-reflection
Joint meeting 1 (10/2019) Introducing LUMA2020 Development Program and its aims by the trainers Getting to know each other as trainers and participants	Teaching early mathematical skills in different daily situations (11/2019) Brainstorming project-based mathematical learning in child groups according to needs and interests of children (11/2019)
Joint meeting 2 (11/2019) Introducing the idea of project-based learning in the LUMA2020 Development Program by the trainers Theory-based discussion of early mathematical skills development facilitated by the trainers Exploring hands-on mathematical learning activities designed by the trainers Setting personal learning aims and training needs for PD by each teacher
Specified training and support for each early education center (12/2019–1/2020) Targeted training based on indicated needs and support of mathematical learning projects by participants, facilitated by the trainers Supplying instructional packages for teachers	Teaching early mathematical skills in different daily situations (12/2019–5/2020) Planning project-based mathematical learning in child groups together with children and teaching team (12/2019) Implementing project-based mathematical learning in child groups together with children and teaching team (1–5/2020) Reflecting and evaluating mathematical teaching through individual reflective journals, filled every other week, 10 times in total (1–5/2020)
Joint meeting 3 (2/2020) Collective sharing of experiences and ideas regarding early mathematical teaching and projects Collective sharing of good practices and experiences used in child groups Theory-based discussion of the development of different early mathematical skills and ways to support the development facilitated by the trainers
Joint meeting 4 (3/2020) Collective discussion about teaching early mathematical skills based on personal learning aims and information of the first four reflective journals, facilitated by the trainers Brainstorming how certain content could be taught to children of different ages Exploring hands-on mathematical learning activities, designed based on specific needs indicated by participants
Joint meeting 5 (4/2020) Collective discussion of PD in teaching mathematics (e.g. achievements, ponderings and new practices) facilitated by the trainers Collective feedback on the program

Data Availability Statement

No extra material is included in the article.