| Summary: | This study aimed todevelop a measurement tool in order to assess preschool teachers’ pedagogicalcontent knowledge regarding mathematics. The study was based on 300 preschoolteachers working in formal independent kindergartens and nursery classes ofprimary/secondary schools in the Kahramanmaraş Province of Turkey. Among theparticipants, 150 were chosen for pre-application and 150 for the mainapplication. The scale consists of five different case studies and a total of 35items, including dialogues that focus on mathematical content and processes reflectedin children’s talk during their play. In calculating the reliability of thescale, Cronbach Alpha was found to be .95 for the pre-application and .96 forthe main application. For the validity of the scale, exploratory andconfirmatory factor analyses were performed. The exploratory factor analysisresults revealed the scale to be a single-factor structure. When the factorloads of each relevant item were examined, no item was found to exist with afactor load value of less than .30. After confirmatory factor analysis wasperformed, the model fit indices of CFI, TLI, RMSEA, and SRMR values were foundto be .91, .91, .06 and .06, respectively. These results show the model to bereliable to an acceptable level. Based on the findings, it could be concludedthat the scale is an instrument that produces valid and reliable measures, andthat it can be used in order to determine the preschool teachers’ pedagogical contentknowledge regarding mathematics.
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