5-6 Yaş çocuklarının sayı kavramı becerilerinin ebeveyn ve öğretmen değişkenleri açısından yordanması

Abstract

The main objective of this study was to examine whether parents’ home-based mathematics activities, early childhood teachers’ mathematics activities, their attitudes towards early childhood mathematics, and teacherchild relationships predict 5-6 years of children’s number concept skills. The sample of this study, which used survey and quantitative methods, consisted of 199 children who were enrolled in preschools and kindergartens located in elementary and middle schools in the centre of Denizli, their parents, and 100 teachers. According to the results of stepwise multiple regression analysis, it was determined that significant predictors of children’s number concept skills were respectively; parents’ activities related to mathematics content, preschool teachers’ mathematics activities in the classroom, conflict between teacher and child, and teachers’ attitudes towards early mathematics education environment. The findings were discussed and suggestions were made.