Prospective Teachers’ Views on Mathematics Education Curriculum Transformation in Preschool in Latvia

The recent reform of the preschool curriculum in Latvia signifies a paradigm shift with the objective of fostering holistic skill development. The success of this implementation is largely attributed to the pivotal role played by teacher perspectives. The present study investigates the views of pre-service early childhood teachers in Latvia on the transformation of the preschool mathematics education curriculum following the reform in 2019. A descriptive research design was employed, involving 54 focus group discussions with 271 part-time students from the University of Latvia and its regional branches. During the focus group discussions, participants analyzed and compared the changes in aims, content, assessment practices, and instructional strategies in mathematics education at the preschool level across mathematics curricula. The findings indicate an increasing appreciation for clarity in instruction, age-appropriate design, and the shift towards interactive, skills-based strategies. While prospective teachers generally support the aim of the reform, there are evident gaps in their understanding of formative assessment, integration of parental involvement, and promotion of higher-order thinking and real-life problem-solving. The study emphasizes the significance of enhancing teacher training, curriculum design, and educational policy to facilitate effective and meaningful implementation of the revised mathematics curriculum in preschool contexts.