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The development of mathematical literacy starts at birth and occurs individually. The mathematical literacy of preschool children depends on several factors and is a predictor of mathematics achievement during schooling. The development of mathematical literacy depends on stimulation provided by the environment and specific learning opportunities. These must be created by kindergarten teachers. For this purpose they may need, in addition to knowledge about education in general and developmental psychology in particular, professional competencies with respect to the teaching and learning of mathematics. However, mathematics has a low priority in the training of kindergarten teachers. In contrast, standards for their work in kindergarten stress the fostering of mathematics literacy. Thus, the question arises whether kindergarten teachers dispose of the competencies necessary to meet these requirements. So far, hardly any national or international studies exist that assess the competencies of kindergarten teachers with direct measures, this applies particularly to the field of mathematics. KomMa attempts to develop a model of kindergarten teachers’ professional competencies regarding the teaching and learning of mathematics in the informal settings of the kindergarten. This model provides in turn the basis for the development of a competence test. In a longitudinal design, data will be gathered on the development of kindergarten teachers’ mathematical competencies from the beginning of their training through their first years in the job.
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