Early Numeracy among Pre School Children- Impact of Teacher’s Knowledge and Practices – A Critical Analysis of Reviews

Abstract

This review examines multiple studies that explore the effects of early numeracy interventions on preschool teachers’ instructional practices and children’s learning outcomes. The studies evaluated different methods, such as professional development programs, workshops, and structured numeracy curriculums, to determine their effectiveness in enhancing both educators’ confidence and students’ numeracy abilities. The research employed a range of methodologies, including mixed-methods, randomized controlled trials, and longitudinal approaches, consistently finding that numeracy-focused training improves teachers’ content knowledge and instructional techniques. Furthermore, preschoolers taught by these trained educators exhibited notable progress in key areas such as number recognition, counting, and problem-solving. Collectively, the research emphasizes the necessity of targeted and ongoing teacher training to support young children’s early mathematical development. Based on the review, conclusions were drawn in certain related aspects.