THE GUIDELINES OF ORGANIZING MATHEMATICS LEARNING EXPERIENCES FOR KINDERGARTEN TEACHERS

Abstract

This study aimed to 1) examine the current practices of kindergarten teachers in organizing mathematics learning experiences, 2) analyze the need of kindergarten teachers in organizing mathematics learning experiences, and 3) propose the guidelines for organizing mathematics learning experiences for kindergarten teachers. The participants were 45 kindergarten teachers in the K2 from 20 provincial kindergartens under the Office of the Basic Education Commission in Northeastern Thailand. Research instruments included a questionnaire on teachers’ needs in organizing mathematics learning experiences, with a content validity index (CVI) ranging from 0.60 to 1.00 and a reliability coefficient of 0.975. A semi-structured interview guide was also used to explore guidelines for organizing mathematics learning experiences for kindergarten teachers, with a CVI between 0.80 and 1.00. Quantitative data were analyzed using frequency, percentage, mean, standard deviation, and PNI_Modified. Qualitative data were analyzed through content analysis.

The findings were as follows; 1) The overall current practice in organizing mathematics learning experiences of kindergarten teachers were at a high level 2) The Analysis of the level of need required, it was found that the learning environment and materials providing aspect have the most needed, followed by the aspects of learning experiences planning, learning experiences organizing, learning assessment, and teachers' knowledge and understanding, respectively. 3) The proposed guidelines for organizing mathematics learning experiences comprised five key components: learning experiences planning, implementing learning experiences, learning assessment, learning environment and materials providing, and teacher’s knowledge and understanding.