Özet:

The aim of this study is to examine the mathematics activities in preschool education activity books in terms of supporting critical thinking. This research is a document analysis study conducted with a qualitative research design. In this study, where a purposeful sampling model was adopted, 180 mathematics activities published by the Ministry of National Education (MEB) and implemented in pre-school education were scanned. 50 of them constitute the study group of the research. Within the scope of the research, Critical Thinking Standards developed by Nosich (2012) were adopted, and the data of the study were evaluated in terms of six standards (clarity, accuracy, importance/relevance, adequacy, depth/breadth, precision). According to the important findings of the study, it was determined that the mathematics activities in preschool education activity books included all dimensions of critical thinking standards. When analyzed in terms of dimensions, it was found that the standards of importance/relevance, clarity, and accuracy were the most common, while the standards of certainty and adequacy were relatively less common, and the depth/width standard was the least common. As a result of this research, it is thought that clearly expressing the mathematics activities in preschool education activity books in terms of time (duration) and enriching them in terms of cause-effect relationships will contribute to supporting critical thinking skills.

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