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Objectives In this study, it was verified whether the moderating effect of teaching creativity on the effect of early childhood teachers' play teaching efficacy and mathematics pedagogical content knowledge on mathematical interaction was significant. Methods For this purpose, 300 nursery class teachers working at daycare centers and kindergartens in the metropolitan area were selected. As a measuring tool for the mathematical interaction of early childhood teachers, Kim and Kwon (2022)'s tools and early childhood teachers' mathematics subject pedagogical knowledge tool developed by Hong and Jeong (2012) were used to find out mathematics pedagogical content knowledge. In order to measure teaching creativity, the ‘teacher's creative teaching-learning test tool’ developed by Cropley (2004) was modified and adapted by Baek and Kim (2008) and validated and verified. For data analysis, frequency, percentage, average, reliability analysis, partial correlation analysis, multiple regression analysis for moderating effect analysis, and moderating effect analysis were conducted using the SPSS 22.0 program. At this time, a hierarchical multiple regression analysis was conducted after injecting the status of tenure and training, career, number of times of use of study materials, and the number of homeroom teachers as control variables. Results The effect of mathematics pedagogical content knowledge on the mathematical interaction of early childhood teachers was regulated by teaching creativity. Conclusions This study found that the early childhood teacher's teaching creativity plays a role in regulating the effect of mathematics pedagogical content knowledge on mathematical interaction, and thus the role of teaching creativity is important in the variables that affect mathematical interaction. Therefore, it was revealed that educational and institutional support for improving teaching creativity is needed first.
Bo et al. (Thu,) studied this question.