Professional training for Mathematics teaching in Early Childhood Education

The article presents the results of the study whose purpose was to determine the incidence of professional training for teaching Mathematics in teachers in Initial Education training. The quantitative approach was used, with a basic, descriptive, prospective investigation, with a sample of 165 people from the Initial Education career of the Laica Vicente Rocafuerte University of Guayaquil. For the collection of information, the survey technique was used, which allowed diagnosing the students' knowledge about the teaching of Mathematics in infants and determining the professional characteristics of teachers for the teaching-learning process. The results showed that professional training significantly affects the teaching of Mathematics; therefore, programs that address the teacher training process are required to apply them and overcoming the difficulties encountered.