Abstract:

This research was conducted in order to study the views of pre-school teachers on mathematical education and classroom practices they give in their classes. In the study, the phenomenology (fenomenology) design was used. The study’s work group consists of 35 pre-school teachers who work in the official and private pre-school educational institutions in Ankara. Working group is determined by the easy-to-accessful state sample method for the purpose of the sample method. The research data was collected through a semi-configured teacher interview form created by the researchers. In addition to demographic information questions, 11 questions were addressed to teachers in order to study their mathematical training and classroom practices in their classes. The form includes what teachers think about when they call mathematical education in pre-school education, what the mathematical concepts and skills children should gain in pre-school period, the situations of finding sufficient mathematical activities they do, the situations of difficulties in the practice of mathematical activities and what situations they experience difficulties. The data is analyzed using the visual analysis technique. According to the research, most teachers expressed mathematical education as a field of education, first of all, mathematical skills (combination, ranking, classification, processing, counting, measurement), mathematical concepts (number, shapes, patterns, graphics, quantities, colors) and their foundations. The majority of teachers indicate that they practice mathematical activities 4-5 days a week, that they find mathematical activities they do in their classes sufficient and that they do not experience any difficulties in implementing the activities. Most teachers have expressed that the methods and techniques they use in mathematics education are showing and doing, playing and asking questions.

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