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<p>There is a prominent and steadily growing interest in mathematics learning in early childhood education. Teaching mathematics is dependent not only on the teachers’ competencies and characteristics but also on the quality of the curricular resources they use, including manuals. In the Palestinian education system, the kindergarten teacher’s manual is the sole official written curriculum resource available for kindergarten education. The purpose of this study is to analyze and strengthen the kindergarten teacher’s manual based on the&#xa0;Standards of the National Council of Teachers of Mathematics by proposing developmental amendments to it. To achieve this purpose, two methods were used: quantitative content analysis of the <i>Kindergarten Teacher’s Manual</i> based on the National Council of Teachers of Mathematics Standards and qualitative analysis of semi-structured interviews with Palestinian early childhood professionals. The results showed that although the Manual was a strong first-draft document; the mathematics content is incomplete, as it does not include all the standards’ expectations for kindergarten; and the sequencing is not logically aligned with children’s developmental progression. This study proposes amendments which are emphasizing early childhood development; re-arranging the Manual to reflect a logical sequence of mathematical skills; adding the complete mathematics content; and a restructuring of the activities themselves. The intended amended manual will have clear and compelling implications in the field and will empower kindergarten teachers to become more confident in teaching and developing the early childhood curriculum in the Palestinian education system.</p>

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Strengthening the Kindergarten Teacher’s Manual Based on the NCTM Standards: Proposed Amendments

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月4日

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  • Rabiha M. I. Elyan,
  • Najah M. K. Harb

摘要

There is a prominent and steadily growing interest in mathematics learning in early childhood education. Teaching mathematics is dependent not only on the teachers’ competencies and characteristics but also on the quality of the curricular resources they use, including manuals. In the Palestinian education system, the kindergarten teacher’s manual is the sole official written curriculum resource available for kindergarten education. The purpose of this study is to analyze and strengthen the kindergarten teacher’s manual based on the Standards of the National Council of Teachers of Mathematics by proposing developmental amendments to it. To achieve this purpose, two methods were used: quantitative content analysis of the Kindergarten Teacher’s Manual based on the National Council of Teachers of Mathematics Standards and qualitative analysis of semi-structured interviews with Palestinian early childhood professionals. The results showed that although the Manual was a strong first-draft document; the mathematics content is incomplete, as it does not include all the standards’ expectations for kindergarten; and the sequencing is not logically aligned with children’s developmental progression. This study proposes amendments which are emphasizing early childhood development; re-arranging the Manual to reflect a logical sequence of mathematical skills; adding the complete mathematics content; and a restructuring of the activities themselves. The intended amended manual will have clear and compelling implications in the field and will empower kindergarten teachers to become more confident in teaching and developing the early childhood curriculum in the Palestinian education system.