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Transformation of Mathematics Education Curriculum in Pre-School in Latvia

Ineta Helmane, Dagnija Vigule
University of Latvia, Latvia

Abstract. The acquisition of mathematics begins with the birth of a child within the cultural environment or socio-economic environment of the child. The child learns mathematics by investigating and exploring the environment in which they are located. The article describes and analyses theoretical materials and documents about applying the new education curriculum for the acquisition of mathematics in the competence-based approach in pre-schools in Latvia. From the school year 2017/2018, competence-based learning is gradually being introduced in Latvia. The research focuses on the analysis of preschool education guidelines (2018) developed by the National Centre for Education in the framework of the project “Competence-Based Approach to Curriculum,” preschool curriculum (2019) and the document “Education for modern literacy: description of the teaching/learning content and approach” (Skola 2030) giving particular attention to mathematics to be acquired in pre-school. Such criteria as the aim, content, teaching strategies and assessment were chosen in the research aspect of applying the new education curriculum for the acquisition of mathematics in preschool. Main findings reveal the improvement of the aim, teaching and learning as well as teaching strategies of mathematics education in the acquisition of mathematics in preschool.

Keywords: aim, content, curriculum, education, mathematics, pre-school

In: Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums
Riga, University of Latvia, 2022. 1135 p. Ed. L. Daniela
ISBN 978-9934-18-911-1