Early childhood teachers' pedagogical content knowledge in mathematics: A research report from China

The focus on Pedagogical Content Knowledge (PCK) of pre-school teachers is a breakthrough point to promote teacher’s professional development and quality of early childhood education. Based on an investigation of PCK of 161 pre-school teachers from Shanghai, this study described the level of PCK for early mathematics (PCK-EM) of pre-school teachers and examined the influence of their background on the level of PCK-EM. Further, the study put forward implications and suggestions on improving and promoting early mathematics education.