Abstract:

The study was conducted to compare the learning trajectories approach and Türkiye’s early childhood education program in teaching mathematics. Both mathematical concepts and skills and teaching methods have been revealed. Accordingly, mathematical contents and teaching methods were mostly similar. However, the learning trajectories approach had more detailed and comprehensive mathematical content than the national early childhood education program. Further, some of the mathematical contents presented in the early childhood education program may not include mathematical processes depending on the instruction. While the learning trajectories approach recommends evaluating children regarding special mathematical topics with standardized tests, the program emphasized evaluating the process based on the teacher's view. In the light of the relevant literature, the differences identified and their possible effects on children's mathematical development were discussed, and finally, suggestions for integrating the existing program with the learning trajectories were presented.

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