Htqe.2023.24

https://doi.org/10.22364/htqe.2023.24 | 309-321 | PDF

Transversal Skills in the Mathematics Education Curriculum in Pre-School: Experience of Latvia

Dagnija Vigule, Ineta Helmane
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 transversal skills for the acquisition of mathematics in the new education curriculum in pre-schools in Latvia. From the school year 2017/2018, new education curriculum is being implemented in Latvia. The research focuses on the analysis of Preschool education curriculum (2019) and Transversal skills in preschool (2019), as well as document “Education for modern literacy: description of the teaching/learning content and approach” (Skola 2030, 2017) giving particular attention to mathematics to be acquired in pre-school. Research questions were chosen in the research aspect of applying the new education curriculum for the acquisition of mathematics in preschool: What transversal skills are included in mathematics education in preschool? What are the essence of transversal skills in preschool education? How are the mathematics learning outcomes in preschool education related to the transversal skills? Main findings reveal the improvement of the learning outcomes by including the transversal skills in the acquisition of mathematics in preschool. Critical thinking and Problem solving as transversal skill dominate in the mathematics education in the preschool curriculum as the learning outcomes. In turn, such transversal skills as Civic participation and Digital literacy are neither included, nor specified in mathematics outcomes.

Keywords: curriculum, education, mathematics, learning outcomes, pre-school, transversal skills.

Dagnija Vigule – Assistant Professor of Education at the University of Latvia, Faculty of Education, Psychology and Art with focus on Mathematics and Technology education in preschool. The author of several scientific publications on preschool educational content, mathematics, technology and visual art teaching/learning.

Ineta Helmane – Associate Professor of Education at the University of Latvia, Faculty of Education, Psychology and Art with focus on Mathematics education in preschool and primary school. She is a Head of Preschool Education and Primary School Education Department at Faculty of Education, Psychology and Arts in University of Latvia. The author of several scientific publications on educational content, mathematics teaching/learning, integrated education, interdisciplinary approach in education, teacher’s professional competence, etc. Dr. Helmane is the author of textbooks, interactive materials and teaching tools for mathematics education in preschool and primary school.

In: Human, Technologies and Quality of Education, 2023. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2023. Rakstu krājums
Riga, University of Latvia, 2023. 796 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2023
ISBN 978-9934-36-116-6