Abstract:

„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.” (OECD 2004). Another approach to specifying literacy is presented by Zelendová (Zelendová a kol, 2010). Literacy is defined as a competence which has an 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. (Uhlířová, 2018)

The research called The Mathematics and Reading Literacy in Preschool Education (MRLPE) was focused on kindergarten education environment in the context of developing mathematical and reading literacy of children and the reflexion of the respective teaching of the kindergarten teachers, as well as focusing on the development of aforementioned literacies. The method chosen for this research was a non-standardised questionnaire survey in combination with interview. The MRLPE research was conducted in 2018 (Uhlířová, Cibáková, 2019) 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. The research was conducted with partner school teachers who were involved in the project. We wanted to verify whether the results had general validity. That is why we realised a new MRLPE1 research survey involving pre-primary teachers from substantonally more schools.

The paper will present partial results of the MRLPE1 study, which will be compared with the original results of the MRLPE research. We will focuse mainly on material condition of the kindergartens and obstacles related to the development of mathematical literacy of children.
Due to the close interdisciplinary integration of pre-school education in the Czech Republic, some results focusing on mathematical and reading pre-literacy will be compared within the research.
The obtained results will be the starting point for designing courses in the framework of lifelong learning.

References:
[1] OECD (2004), Learning for Tomorrow's World: First Results from PISA 2003, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264006416-en.
[2] Uhlířová, M. (2018) Matematická pregramotnost z pohledu učitelek mateřských škol. In: EME2018 Proceedings. Olomouc: ProfiTisk group.
[3] Uhlířová, M., Cibáková, D. (2019) Mathematical Preliteracy from the View of Preprimary School Teachers. In: Edulearn19 proceedings. Valencia: IATED Academy.
[4] Zelendová, E a kol. (2010). Gramotnosti ve vzdělávání. Praha: VÚP.

Keywords:

Mathematics, pre-literacy, kindergarden.