An examination of preschool children's sevme durumlari of mathematics, parents' participation in mathematics activities, and mathematical beliefs as predictors of children's mathematical reasoning skills

The aim of this study is to examine the predictive role of children's mathematics liking status, parental involvement in mathematics-related activities, and parents' mathematical beliefs on preschool children's mathematical reasoning skills. The study was conducted using the relational survey model, one of the quantitative research methods. The study group consisted of 300 children aged 60–66 months attending public preschools affiliated with the Ministry of National Education in the city center of Bingöl during the 2024–2025 academic year, along with their parents. Data were collected using the Child Personal Information Form, Parent Personal Information Form, Early Mathematics Assessment (EMA), Mathematics Liking Scale for Children (MLSC), and the Early Mathematical Reasoning Skills Assessment Tool. The findings revealed that there was a significant relationship between parents' involvement in mathematics activities and their mathematical beliefs, as well as between parental involvement and children's mathematical reasoning skills. Furthermore, it was found that parents' participation in mathematics-related activities significantly predicted children's mathematical reasoning abilities. A significant relationship was also identified among children's mathematics liking status, parents' mathematical beliefs, and parental involvement with children's reasoning skills.