Does a Decade Make a Difference? Changes in Pre- and In-service Preschool Teachers’ Knowledge of Early Mathematical Development

Abstract

This study examines whether, in the wake of considerable research since 2007 on the importance of supporting early mathematical development, teacher education programs have improved instruction over the intervening ten years on this essential area of development. The analysis compares data on pre- and in-service teachers’ knowledge of mathematical development gathered during 2008 as measured by the Knowledge of Mathematical Development Survey (KMDS) and compares it to data gathered in 2017-2018. The results showed that while the KMDS mean scores of students in each of the education groups (beginning versus seniors versus math course) statistically differed for each collection year, there was no statistically significant difference between 2008 and 2017-2018 collection years for beginners. However, there was a statistically significant difference between 2008 and 2017-2018 collection years in average scores in the seniors and math course groups, resulting in lower mean scores in 2017-2018 than those in 2008