Erken Çocukluk Matematiğine Yönelik Öğretmen Görüşleri

Abstract

Some psychological factors related to preschool teachers significantly impact mathematics teaching in early childhood classrooms. Thus, examining teachers' views on preschool mathematics will guide teachers in understanding which concepts were included in early childhood mathematics and preparing an educational environment and program appropriate for children's developmental levels. This research was a descriptive-study, and was implemented using general-survey model with 107 preschool teachers. Data were collected by teacher views form on early childhood mathematics. Data were evaluated with descriptive and non-parametric statistical methods. Results showed that the teachers used math activities with games, art, drama activities and used limited methods to assess whether children have learned mathematics concepts. In addition, most teachers stated that data analysis, proof, and probability cannot be taught in preschool. Finally, most teachers considered preschool mathematics moderately important and that there was no significant difference among ages, professional service periods, the institution and school types they work in, and the order of importance of mathematics (p > .05).