Acquisition and Measurement of Knowledge of Mathematical Development

Linda Michele Platas


This study provides preliminary evidence for the reliability and validity of the Knowledge of Mathematical Survey, which was designed to measure early childhood teachers’ knowledge of early mathematical development.  Findings also revealed two predictors of teachers’ knowledge of mathematical development, classroom experience and completion of a course in mathematical development.


Mathematical Development; Early Childhood Education; Professional Development; Preschool Curriculum; Preschool Teachers; Measurement

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This journal is a publication of the NHSA and the CEME at UNC Charlotte.