The Effects of family supported maths education programme's on the group of 48 - 72 months children's early maths ability

The aim of this study is to explore the affections of Family Supported Mathematics Education Program on math ability of the the 48-72 months aged children who supported by early mathematics ability. The universe of the study which was performed in experimental design is children who attended to official kindergartens located in Güdül District center, Province Ankara in 2012-2013 education teaching year and. 18 children were included in Experiment Group, 14 children were included in Control Group at the sample of the study. "General Information Form" and "Test of Early Mathematics Ability-3" were used to gather research data. While analyzing data, whether all data obtaining from groups was parametric or not was analyzed via variance homogeneity test (Levene test). T test was used for irrelative samples between two groups. T test was used for relative samples to compare pre test- last test marks in the same group. It is seen that point averages of Experiment and Control Groups from "Test of Early Mathematics Ability" are close to each other. Groups don't show any meaningful differentiation regarding to Early Mathematics Skill Pre Test Application (t= .834, p= .411>.05). Experiment and control groups don't show meaningful differentiation regarding to last test application of "Test of Early Mathematics Ability" (t= 2.077, p= .046< .05). Last test points arithmetical average of Early Mathematics Skill Test of Experiment Group ( = 104.16) is bigger that Last test points arithmetical average of Early Mathematics Skill Test of Control Group ( = 96.64). It is seen that pre test – last test points at "Test of Early Mathematics Ability" of Experiment Group Students have meaningful difference (t=-4.808; p=.000 < .05). Average points of the students, after application ( = 104.16) is higher than their average points before application ( = 99.05). It is seen that pre test – last test points at "Test of Early Mathematics Ability-3" of control group students are close to each other. The students don't show any meaningful difference regarding to that pre test – last test points at "Test of Early Mathematics Ability-3" (t=-.840; p= .416 > .05). At the end of research, it is seen that the mathematics skill of the students included in experiment and control groups are equal within their groups. It can be said that current preschool education program applied to control group didn't made affection to early mathematics skill of the students. However, after applying Family Supported Mathematics Education Program to experiment group, it is seen that program has positive affect on early mathematics skills of the students.