KINDERGARTEN TEACHER'S REFLECTION ABOUT THE DEVELOPMENT OF CHILDREN'S MATHEMATICAL PRE-LITERACY

,Mathematical literacy is ability of people to recognise and understand the role mathematics plays in the world, to make well-based conclusions and to get insight into mathematics so that it fulfils their needs as creative, interested and thoughtful citizens." [1] Another approach to specifying literacy is presented by Zelendova [2]. Literacy is defined as a competence which has an interdisciplinary character. In the case of mathematical literacy, it is a set of knowledge, skills, attitudes and values which are interdependent with key competences and other literacies. We perceive mathematical pre-literacy as mathematical literacy developed in preschool years [3], [4]. The research called The Mathematics and Reading Literacy in Preschool Education (MRLPE) was focused on kindergarten education environment in the context of developing mathematical and reading literacy of children and the reflexion of the respective teaching of the kindergarten teachers, as well as focusing on the development of aforementioned literacies. The MRLPE research was conducted in 2018 [4] as a part of the solution of the project called Development of key competences in terms of subject didactics, cross-curricular themes and interdisciplinary relations. The research was conducted with partner school teachers who were involved in the project. We wanted to verify whether the research results had general validity. That is why we realised a new MRLPE1 research survey involving pre-primary teachers from substantially more schools. The paper will present partial results of the MRLPE1 study, which will be compared with the original results of MRLPE research. We will focus mainly on material condition of the kindergartens and obstacles related to the development of the literacy of children.