Integrating mathematical concepts and processes into children’s learning experiences at kindergarten 2 level : an action research project

Abstract

With the introduction of the Learning Outcomes Framework (LOF) in September 2018, the Maltese educational system experienced a reform in the approach to teaching and learning, namely, a shift from a content-based to an outcome-based curriculum. To implement the LOF in the Early Years, the emergent curriculum approach was introduced. This requires educators of children aged 3-7 years to develop learning programmes in response to children’s needs and interests. Additionally, since subjects are not identified for the Early Years, learning areas, including Mathematics, are to be addressed through project work. In the light of all this, and in my role as an Assistant Head of School, I wished to carry out a study in my own school to support educators to implement the change. Consequently, this study focuses on how I worked collaboratively with four kindergarten educators (KGEs) to support them to implement the change in their practice. A qualitative research methodology was employed through an action research approach. Data was gathered through focus group discussions and stimulated recall interviews with the KGEs, classroom observations and interviews with the Assistant Head of School, from which a number of themes were elicited. From the study it emerged that the collaboration helped the educators to reflect on their practice which, in turn, led them to develop professionally. Through scaffolding practices, I assisted the educators to create learning opportunities through which children’s mathematical learning was enhanced. As a result, a number of suggestions for professional development trainers, schools, and classroom practitioners are presented, highlighting the importance of investing in educators’ professional growth to enhance children’s learning of Mathematics.