HIGHLIGHTS
SUMMARY
Early mathematics skills affect children`s future academic achievement and mathematics learning (Dearing et_al, 2009; Jordan et_al, 2009). Pre-school teachers are expected to have a high level of mathematical pedagogical content knowledge (Gervasoni et_al, 2012; MacDonald et_al, 2012). Teachers with sufficient knowledge and skills in early mathematics teaching have a very important role in improving children`s mathematics skills with quality education (Chen and amp; McCray, 2012; Zhang et_al, 2020). Since teachers` mathematical pedagogical content knowledge (Pelkowski et_al, 2019; Trawick-Smith et_al, 2016) and attitudes towards mathematics and mathematics teaching (Anders and amp . . .
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