A Study of Organizing Mathematics Experiences of Kindergarten Teachers in Bangkok Primary Education Service Area

Abstract

The purpose of this research was to study the organizing mathematics experience of kindergarten teachers in five areas, including organizing experience design, activities planning, measurement and evaluation, classroom environment planning, and teachers' roles. The population used in this research comprised 210 preschools, kindergarten level 1 and kindergarten level 2 teachers working in the Bangkok Primary Education Service Area. The research instruments included questionnaires, survey forms, and interview forms. The results were analyzed by using frequency distribution, percentage, and content analysis. The findings revealed that mathematics experience for kindergarten included the following. 1) For organizing experience design, 60.80 percent of teachers used the Early Childhood Curriculum B.E. 2546 as a guideline. 2) For activities planning, 82.40 percent of teachers integrated mathematics experiences with learning development, while 3) 79 percent of teachers used various tools and evaluation methods to improve learning activities, and 4) 73.90 percent of teachers used instructional media to create a learning environment. Finally, 5) 79.50 percent of teachers encouraged children to practice on their own, while teachers used questioning, reinforcement, and support to address problems.