Özet:

In addition to increasing the mathematics achievement of children, the qualified mathematical concepts and skills acquired in preschool period support other learning areas by integrating them with different activities. Supporting math skills at a young age has been identified by many studies as a factor that reflects on children's academic success. It is of great importance to understand the individual differences in mathematics skills in the preschool period in order to cope with the inadequacies of children in the field of mathematics and to prepare them for a successful school life. Mathematical activities and practices created by considering different characteristics such as socioeconomic level, ethnicity, special needs will help to meet the needs of all children. In particular, socioeconomic status and special needs appear as important factors of differences in children's mathematics performance, and children in these groups are considered disadvantaged or risk groups in terms of mathemetics achievement. In recent years, studies on mathematics education in preschool education have been increasing in the national literature. At this point, the development of early mathematics skills in disadvantaged groups and how they are supported seems important. In this review study, the variables that affect math skills in early childhood are discussed. At the same time, research-based, systematic early mathematics intervention programs developed for children in the disadvantaged group within the scope of socioeconomic status and having special needs variables are examined. As a result of the study, it is thought that research-based mathematics intervention programs that will be created for our own culture and program in order to support the mathematics skills of children in the disadvantaged group in preschool education may be benefical for children.

Anahtar Kelimeler: