Özet:

The aim of this study was to compare the practices and opinions of preschool teachers on using natural mathematics language. The study group consisted of totally eight preschool teachers (five preschool teachers working at official independent kindergartens and three preschool teachers working at kindergartens of primary schools) in the central district of Erzurum province, Turkey. In order to conduct the study; all the teaching processes of teachers except for the mathematics activities were recorded using a camera in the classroom environment for a week and their anecdotes were recorded. At the end of observation, each teacher was interviewed and asked semi-structured questions prepared by the researchers of this study. Data obtained from the camera records were analyzed by using The Observer XT – Noldus software. Interview forms were analyzed by means of descriptive analysis method and similar responses were collected under the same themes. Teachers stated that they used natural mathematics language in their responses to interview questions but it was determined in line with the observation results that they did not use natural mathematics language. According to the observational data, it was determined that teachers frequently used giving instructions and drawing attention strategies and that the mathematical expressions teachers used mostly at times aside from the mathematics activities were related to counting-numbers, measuring, location in space and comparing skills. It was also determined that all of the teachers had a common decision that using mathematics language in the classroom environment would support the mathematical development of children.

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