Palacký University in Olomouc (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN19 Proceedings
Publication year: 2019
Pages: 5240-5246
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1289
Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain
„Mathematical literacy is ability of people to recognise and understand the role mathematics plays in the world, to make well-based conclusions and to get insight into mathematics so that it fulfils their needs as creative, interested and thoughtful citizens.” (PISA 2003). Another approach to specifying literacy is presented by Zelendová (Zelendová a kol, 2010). Literacy is defined as a competence which has a interdisciplinary character. In the case of mathematical literacy, it is a set of knowledge, skills, attitudes and values which are interdependent with key competences and other literacies. We perceive mathematical preliteracy as mathematical literacy developed in preschool years.

The research called The Mathematics and Reading Literacy in Preschool Education (MRLPE) is focused on kindergarten education environment in the context of developing mathematical and reading literacy of children and the reflection of the respective teaching of the kindergarten teachers, as well as focusing on the development of aforementioned literacies. The purpose of the research was the description of education environment in kindergartens, focusing on developing mathematical and reading preliteracies. The paper focused mainly on identifying the barriers to developing mathematical preliteracy as perceived by kindergarten teachers see them, on specifying thematic areas in which the kindergarten teachers would expect methodical support and on the level of mutual cooperation with parents. The method chosen for this research was a non-standardised questionnaire survey in combination with interview. The MRLPE research was conducted as a part of the solution of the project called Development of key competences in terms of subject didactics, cross-curricular themes and interdisciplinary relations. In accordance with an integrating approach, it focused on developing mathematical and reading preliteracy in educational environment of kindergartens.

From the analysis of acquired responses, it is evident that the level of development of mathematical preliteracy in educational environment of kindergartens is individual and dependents on particular organizationally-material conditions of individual kindergartens. The teachers pointed out especially barriers connected with organisational difficulties in classes with higher number of children (particularly in classes with mixed age groups) and with insufficient methodical support for developing mathematical preliteracy. A number of teachers would appreciate better materially-technical facilities in kindergartens. Within the scope of acquired responses, several problematic areas in which teachers would welcome methodical support in the area of didactics of premathematical ideas, were specified. An interesting discovery was made, kindergarten teachers mainly request methodical support in the areas of financial preliteracy, working with talented children and working with children with specific needs. Due to close interdisciplinary integration coming from the conception of preschool education research results for mathematical and reading literacies were compared. It can be said that participant’s responses were very similar for both fields.

[1] PISA 2003 (2004). Koncepce matematické gramotnosti ve výzkumu PISA 2003. Praha: ÚIV.
[2] Zelendová, E a kol. (2010). Gramotnosti ve vzdělávání. Praha: VÚP.
Mathematics, preliteracy, preprimary school.