Ilany, B., & Hassidov, D. (in press). Between Natural Language and Mathematical Symbols (<, >, =): The Comprehension of Preservice and Preschool Teachers’ Perspective of “Numbers” and “Quantity”. In A. Raslan, & D. Hassidov (Eds.), Early Childhood Educational Research: Mathematics, Cognition and Teacher Training (16 p). Leiden: Brill Publishers.

has been cited by the following article:

• TITLE: Developing Mathematics Teaching in Kindergarten

  AUTHORS: Bat-Sheva Ilany, Miriam Ben-Yehuda

  KEYWORDS: Mathematics Education, Kindergarten, Thinking Skills, Preschool, Math Activities

  JOURNAL NAME: Creative Education, Vol.12 No.2, February 10, 2021

  ABSTRACT: The emphasis on teaching mathematics in early childhood and the change in the responsibilities of pre-school teachers have emphasized the need for creating new and accommodated tools that can provide teachers with solid foundation and methodical knowledge. This article demonstrates how a well-structured activity database can empower early-childhood teachers to engage children in a wide range of mathematical activities, and give them a sense of competence and self-confidence. The program was tested in 18 kindergartens. The study method was qualitative, employing the following tools: Semi-structured interviews and Observations. As a result, these teachers engage the children in mathematical activities more frequently and are more inclined to attempt a variety of new teaching methods.