Abstract:

This study was conducted to compare the mathematical skills of children who have received and not received Montessori education. In the study, the methods of quantum data collection have been used by the estest control group model. The work group included 39 children from different kindergartens that educated according to the MEB OÖEP and educated by the Montessori method in addition to the MEB OÖEP. It is considered that the children selected through intended sampling have continued at least two years to the educational institution they are in. As a data collection tool, Personal Information Form and Early Mathematical Test (EMAT) were used. In the analysis of the data, the Mann Whitney-U test and the Kruskal Wallis-H test were used from non-parametric methods. The study found that the children’s mathematical skills, the educational institution in which they continue, were more influential than the children who did Montessori, and that the children’s mathematical skills were higher than the children who did not Montessori. The age group, gender and brotherhood of children have not been shown to affect their mathematical skills. The age of the parents, the educational status of the parents and the mother's working status have not been found to lead to significant changes in the children's EMAT scores.