Abstract:

The aim of the study is to examine the pre-school teachers' use of mathematics activities in distance education activities during the pandemic process. The universe of the study, which is a descriptive research in the scanning model, consists of pre-school teachers working in the 2020-2021 academic year. The sample determined by snowball case sampling consists of 156 preschool teachers. In order to determine the pre-school teachers' inclusion of mathematics activities in the distance education process, the "Preschool Teachers' Inclusion of Mathematics Activities in Classes" developed by Güleç and İvrendi (2018) and a personal information form to determine the personal characteristics of the teachers were used. Independent sample t-test and one-way anova were used in the analysis of the data. As a result of the analysis, when the preschool teachers' use of mathematics activities in the distance education process were examined according to the demographic characteristics of the teachers, a significant difference was determined in the type of employment and the type of institution. In addition, statistical significance was determined according to how many days a week live lessons were held and how many days a week mathematical activities were included. Suggestions were given in line with the findings of the study.

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