Development and evaluation of realistic mathematics education activities for early childhood mathematics education

This study aimed to determine the components of Realistic Mathematics Education (RTE) activities designed to support children's counting skills in early childhood mathematics education, to develop RME activities based on the determined components, and to evaluate these activities. The Hannafin-Peck design model, one of the design-based research methods, was used in the study. This study consists of a three-stage process in line with the Hannafin-Peck design model. In the first stage, the needs analysis stage, a literature review was conducted on RME in early childhood. In addition, a focus group interview was conducted with five preschool teachers to examine their perspectives on mathematics education in general and RME activities in particular, to determine the issues to be considered when designing RME activities and the components of the activities. In the second stage, in line with the data obtained in the needs analysis stage, the components, materials, and contexts of the RME activities were decided. The last stage was the development and implementation stage. In this stage, scenarios were written by the researcher in line with the components, materials, and contexts decided on and applied to eighteen 60-72 months old children. All stages included comprehensive evaluation and revision. In this study, the stages of the Hannafin-Peck design model are explained in detail and finally, suggestions for the practitioners and researchers are discussed.