Abstract:

The mathematical language used by the teacher in the classroom environment is a mathematical entrance for children and is effective in the formation of mathematical knowledge of children throughout the school period. This study aims to study the activities that pre-school teachers practice in the classroom environment and to reveal the natural mathematical language they use. For this purpose, a total of three teachers, including two teachers working full-day and half-day in the independent kindergarten located in the center of Erzurum, and one teacher working in the motherhood of the primary school, were observed in the class environment. The study was observed twice a week in each teacher’s classroom. The observations made were studied by the researchers through the method of content analysis in the relevant literature framework and collected under themes. According to the results from the study, teachers have often been observed using expressions related to the natural mathematical language and to ensure class order. The teachers are determined to have participated in the preparation activities to read and write in the mathematical language most frequently, in the Turkish and game events. The use of mathematical language has at least frequently participated in drama and movement events in planned events. The most frequently used words are counted/numbered.

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