2017 **Abstract:** Purpose: Early childhood is of critical importance in terms of cognitive, affective and physical development.Undoubtedly, a substantially stimulating environment and opportunities offered to children, as well as appropriate educational materials, have an impact on their development. The object of this study is to investigate the mathematical content included in illustrated children's books prepared for pre-school children. Research Methods:The research was planned as a descriptive study, and

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“…What children, families, and teachers do with such books and how children learn is crucial to uncover. Claims about what children learn with books, however, should come after or along with specifying the mathematics in the books implemented in such studies (Nurnberger-Haag, 2017;Yilmaz Genc et al, 2017). This, however, has not yet been the case.…”

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“…What children, families, and teachers do with such books and how children learn is crucial to uncover. Claims about what children learn with books, however, should come after or along with specifying the mathematics in the books implemented in such studies (Nurnberger-Haag, 2017;Yilmaz Genc et al, 2017). This, however, has not yet been the case.…”

“…The Counting Book Typology offers such a guide for a particular subset of numberrelated books. Such objective criteria should be the primary filter for selecting books to teach children mathematics (Nurnberger-Haag, 2017, 2018bYilmaz Genc et al, 2017), rather than averaging mathematical quality with other ratings, such as engagement factors, as was common in existing tools (e.g., Hellwig et al, 2000, p. 139;Hunsader, 2004;Van Den Heuvel-panhuizen & Elia, 2012). This is especially important given that psychology research revealed a tension between such engagement factors and learning outcomes (Fisher et al, 2014).…”

“…Moreover, teachers should develop a critical eye for potential sources of those conceptions and what students entering their classroom are likely to think. Furthermore, knowing how to choose representations for instruction to counteract such prior informal influences is crucial to develop as part of PSTs' Knowledge of Content and Teaching (Ball et al, 2008;Flevares & Schiff, 2014;Yilmaz Genc et al, 2017).…”

“…It is crucial that teacher educators help PSTs and in-service teachers develop a critical lens toward any potential material considered for instruction (Flevares & Schiff, 2014;Yilmaz Genc et al, 2017). This competency and disposition is part of Knowledge of Content and Teaching (Ball et al, 2008).…”