ISSN: 2226-6348
Open access
The National Standard Preschool Curriculum (NSPC) (Revised 2017) describes the disciplines of knowledge that provide Early Mathematics learning experiences encompassing the concepts of pre-numbers, numbers, number operations, money values, time, shape and spatial for preschool children. The implementation of teaching and learning (PdP) of Early Mathematics is mandatory based on the importance of each conceptual scope with 40 minutes time allocation for teaching in a week. The goal of Early Mathematics PdP is to foster children's interest in math skills through various activities and daily experiences. In addition, children are also expected to master basic math skills and improve thinking and problem solving skills. However, there are various challenges and obstacles faced by preschool teachers in implementing Early Mathematics PdP. Among the main challenges underlined by previous researchers are the teacher’s attitude, knowledge level of Early Mathematics concepts, teacher’s mastery of pedagogy and knowledge of children’s development. Thus, this concept paper explores the practices and challenges faced by preschool teachers in rural areas. Based on the review, several suggestions for improving Early Mathematics PdP were also identified to overcome the challenges of preschool teachers; for example, participation in workshops and competency training for preschool teachers. It is expected that this concept paper contributes ideas to overcome teacher problems as well as intensify studies in the field of Early Mathematics at the preschool level.
Abd Ghani, R., & Nor, M. (2020). Faktor yang mempengaruhi peranan guru dalam pelaksanaan kurikulum standard prasekolah kebangsaan (KSPK) di Malaysia. Jurnal Kurikulum & Pengajaran Asian, 8, 4.
Abdullah, M., Nor, M. M., & Hutagalung, F. D. (2021). Pendekatan pengajaran bermain di bilik darjah dalam kalangan guru prasekolah. Jurnal Penyelidikan Pendidikan, 39, 64-74.
Abu Yazid, M. A., Mohamed, S., & Rahman, S. (2017). Cabaran guru untuk mengajar subjek sains awal di prasekolah. 8th Regional Seminar. 7 September 2017. Universiti Kebangsaan Malaysia.
Ahmad, N. (2016). Pemahaman guru prasekolah tentang konsep belajar melalui bermain dan cara kanak-kanak belajar di prasekolah. Master's Thesis . Faculty of Education: Universiti Kebangsaan Malaysia.
Ahmad, S. S., & Kasim, T. S. A. (2020). Pengamalan akhlak guru pendidikan islam mempengaruhi pengamalan akhlak pelajar: Kajian di sekolah menengah kebangsaan daerah Marang, Terengganu. Jurnal Dunia Pendidikan, 2(3), 254-266.
Nasir, A. M. N., & Efendi, A. N. A. (2016). Special education for children with disabilities in Malaysia: Progress and obstacles. Malaysian Journal of Society and Space, 12(10), 89-106.
Amy, M. D. (2019). What is mathematics education for children under three? a snapshot of findings from a national survey. In G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia) pp. 468-475. Perth: MERGA.
Andre, G. B., & Daniela, R. D. (2018). Playful didactic strategies applied to the teaching of mathematics in early childhood education. International Journal of Science and Research, 8(8), 2251- 2257.
Arnida, S., Redzwan, M. H. F., Osman, Z., Shah, R. M. R. N. F., & Albkri, M. A. I. S. (2019). Menangani kekaburan kemahiran prosedur dan terminologi awal matematik: pendekatan leksis berdasarkan teori prosodi semantik. Malaysian Journal of Learing and Insruction, 16(2), 255-294.
Azmi, R. D., Rosli, R., Toran, H., Alias, A., Maat, S. M., Mottan, K., & Nor, S. M. (2019). Tinjauan perlaksanaan pengajaran matematik awal bagi murid autisma prasekolah. Proceedings of the 6th National Seminar on National Education (SKEPEN).
Bacotang, J., Janan, D., Borhan, M. T., Abas, N. A. H., Yusof, M. N., & Jaafar, M. A. N. (2020). Amalan pemantauan dalam pentadbiran dan pengurusan taska dan tadika Di Malaysia. International Early Childhood Care and Education Conference: Universiti Pendidikan Sultan Idris: 18-19 December.
Connie, C. O., Vincent, P., Ho, C. M., & Chin, K. E. (2016). Tempoh berada di prasekolah dan pencapaian awal matematik. International Academic Research Journal of Social Science, 2(1), 6-14.
Farhanah, N., & Alias, A. (2021). Pengetahuan dan kemahiran guru mengenai bahan bantu mengajar bagi matematik awal di prasekolah. International Journal of Civilizational Studies and Human Sciences, 4(4), 124-132.
Jamian, A. R., & Zarin, A. Z. (2008). Keupayaan kemahiran membaca dan menulis Bahasa Melayu murid sekolah rendah kebangsaan luar bandar. Konvensyen Pendidikan Nasional 2008. Universiti Pendidikan Sultan Idris.
Jamil, N. (2015). Pemahaman guru pendidikan awal kanak-kanak terhadap konsep awal matematik. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 4(1), 64-80.
Jamison, R. E. (2000). Learning the language of Mathematics. Retrieved from https://wac.colostate.edu/llad/v4n1/jamison.pdf [18 May 2022].
Jay, T., Rose, J., & Simmons, B. (2018). Why is parental involvement in children’s mathematics learning hard? Parental perspectives on their role supporting children’s learning. SAGE Open, 8(2), 1-13.
Jeffrey, T. S. (2014). Early childhood development a multicultural perspective. USA: Pearson Education, Inc.
Jennifer, L. M., & Junos, F. (2020). Efikasi kendiri guru prasekolah dalam mengajar Bahasa Inggeris. Jurnal Dunia Pendidikan, 2(2), 187-195.
Masnan, A. H. (2007). Hubungkait kemahiran penggunaan komputer dengan perisian multimedia ke atas pembelajaran matematik kanak-kanak prasekolah. UPSI Research. Sultan Idris University of Education, Tanjong Malim.
Alim, M. M., & Zaini, S. H. (2021). Persepsi ibu bapa terhadap kaedah bermain dalam pembelajaran matematik awal kanak-kanak di rumah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 10(2), 1-15.
Ministry of Education Malaysia. (2017). Buku Panduan Guru Perlaksanaan Kurikulum Standard Prasekolah Kebangsaan Semakan 2017. Putrajaya: Curriculum Development Division.
Ministry of Education Malaysia. (2018). Garis Panduan Buku Pengurusan Prasekolah. Putrajaya: Day School Management Division.
Mok, S. S. (2011). Pedagogi untuk pengajaran dan pembelajaran. Puchong: Penerbitan Multimedia Sdn. Bhd.
Munawir, N. S. (2021). Kepelbagaian pengajaran guru prasekolah bagi mencapai strategi pengajaran: Satu kajian kes di negeri Perak dan Selangor. Jurnal Kesidang, 6, 30-43
Nadirah, S. T., Bahri, N. S., Zailan, N. Z., Kassim, K., & Izzati, A. (2020). Kaedah pengajaran guru dalam awal matematik kepada kanak-kanak di tadika swasta di Selangor: Satu kajian kualitatif. 5th International Conference on Social Sciences and Humanities- online. 24 & 25 September.
Oliver, T., & Lars, J. (2018). Affective-motivational aspects of early childhood teacher students’knowledge about Mathematics. European Early Childhood Education Research Journal, 26(4), 512-534.
Paezah, A. H., & Yunos, F. (2017). Kepentingan penglibatan ibu bapa dalam aktiviti pembelajaran kanak- kanak di prasekolah. International Conference on Social Sciences & Humanities. 1-9.
Priyadarshini, M., Mong, S. Z., & Gurnam, K., S. (2019). Addition error patterns among the preschool children. International Journal of Instruction, 12(2), 115-132.
Rashid, K., Sanaullah, R., Iqbal, M. Z., & Khalid, N. (2013). Preschool attendees and non-preschool attendees. Academic achievement and social skills. Interdisciplinary Journal of Contemporary Research in Business, 4(9), 1146-1157.
Rusdawati. (2019). The early childhood mathematics learning. Advances In Social Science, Education And Humanities Research, 449, 107-109.
Said, R. R., & Jamian, A. R. (2012). Amalan pengajaran karangan guru cemerlang di dalam bilik darjah: kajian satu kes pelbagai lokasi. Asia Pacific Journal of Educators and Education, 27, 51–68.
Seman, N., Alias, A., & Iksan, Z. (2022). Penerokaan laras bahasa guru prasekolah dalam pengajaran matematik awal. Jurnal Pendidikan Malaysia, 47(1), 43-61.
Shin, C., & Bacotang, J. (2019). Kesan kaedah mengajar terhadap pencapaian awal matematik dalam kalangan kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-kanak Kebangsaan, 8, 8-16.
Tan, E. H. F., & Mohamad, Z. S. (2019). Early intervention services for special needs children: An exploration of the effectiveness of early special education in Malaysia. Psychological Research and Intervention, 2(1), 11-20.
Tasripin, N., Hairi, M. A. M. & Abdul Wahi, N. H. (2021). Permainan interaktif membantu pembelajaran matematik awal kanak-kanak empat tahun. Jurnal Kesidang, 6, 62-68.
Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: relations between early mathematics knowledge and high school achievement. Educational Researcher, 43, 352-360.
Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P.E . (2014). What’s past is prologue: relations between early mathematics knowledge and high school achievement. Educational Researcher, 43, 352-360.
Yildiz, G., & Feride, G. C. (2019). Difficulties Of Early Childhood Education Teachers' In Mathematics Activities. Acta Didactica Napocensia, 12(1), 89-106.
Zaida, N. A. (2018). Improving the understanding of the geometric shapes through geoboard (Classroom action research in group B Tk Al-wafa, Sawangan, Kota Depok, 2017). Scientific Journal Of Preschool and Early School Education, 3(2), 116-128.
In-Text Citation: (Sabri et al., 2023)
To Cite this Article: Sabri, N. B., Nordin, N. B., & Mohamed, S. B. (2023). Exploration of Teaching Methods in the Implementation of Early Mathematics Teaching and Learning (PdP). International Journal of Academic Research in Business and Social Sciences, 13(1), 700 – 713.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode