Mapping the landscape of Indonesian early childhood education teachers' mathematics knowledge for teaching

Abstract

Early mathematics competency lays the foundation for children's long-term academic success, yet the mathematical knowledge of Indonesian early childhood education (ECE) teachers remains underexplored. This explanatory mixed-methods study addressed that gap by examining ECE teachers' Mathematical Content Knowledge (MCK) and Mathematical Pedagogical Content Knowledge (MPCK), the relationship between these domains, and how they were reflected in classroom practice. The Foundational Mathematics Knowledge for Teaching (FMKT) instrument was modified and expanded from 23 to 41 items and administered to 418 ECE teachers across 29 regencies and municipalities in seven Indonesian provinces. Rasch analysis confirmed strong psychometric properties, including high item reliability (0.98) and adequate internal consistency (a = .83). Two teachers with contrasting MCK-MPCK profiles were then purposively selected for classroom observation and interviews in the qualitative phase. Findings showed that teachers generally demonstrated moderate-to-sufficient levels of both MCK and MPCK, with MPCK consistently lower than MCK and specialized content knowledge (SCK) emerging as a stronger predictor of pedagogical knowledge than common content knowledge (CCK). Significant disparities in MCK and MPCK were found by region and teaching level, with rural and kindergarten teachers showing consistently weaker profiles than their urban and primary-school counterparts. Regression analysis revealed that MCK significantly predicted MPCK, explaining 41.7% of its variance, confirming content knowledge as a necessary but insufficient foundation for pedagogical knowledge. Cross-case analysis showed that teachers with stronger MKT used more accurate mathematical representations, attended and responded to children's reasoning, and made instructional decisions supporting conceptual understanding, while teachers with weaker MKT relied on procedural, teacher-directed practices with limited attention to children's thinking. Measured knowledge and enacted practice were generally aligned, though some divergence emerged, suggesting that contextual factors and instructional habits also shape classroom teaching. This study provides a validated instrument and an updated, more granular picture of Indonesian ECE teachers' mathematics knowledge for teaching, offering evidence to inform teacher education, professional development, and policy initiatives aimed at strengthening early mathematics instruction.