Abstract

This study examines the implementation of a remote scaffolding system designed to support in-service preschool educators in developing the mathematical content knowledge and the mathematical pedagogical content knowledge based on the Ability to Teach Mathematics (ATM) construct, with focus on the mathematics and socioemotional development of preschool children. The intervention consisted of a professional development program based on online collaborative work. A quasi-experimental design was employed, involving 24 prekindergarten educators from schools with high levels of socioeconomic vulnerability in Chile and 120 preschoolers who completed pretest and posttest assessments. Data were collected using the Test of Early Mathematical Ability (TEMA-3) and the socioemotional dimension of the Child Learning and Development Test (TADI). Analyses were conducted using Mann-Whitney U test for independent samples and Wilcoxon signed-rank test for paired comparisons. Results indicated statistically significant improvements within the experimental group in both mathematical and socioemotional skills; however, between-group differences at posttest were observed only in the socioemotional domain. These findings suggest that the intervention was associated with stronger effects on socioemotional development than on mathematical performance. Results should be interpreted with caution, as the analyses did not account for the nested structure of the data.