Examination of children's literature works in terms of primary school mathematics curriculum outcomes

In this research, it is aimed to examine the works of children's literature in terms of the achievements of the Primary School Mathematics Curriculum. Within the framework of this main purpose, answers to the following questions were sought. 1. Which mathematical concept(s) are included in the "Mathematics Everywhere Series" children's literature works?, 2. Are visuals related to mathematical concept(s) included on the book cover of the "Mathematics Everywhere Series" children's literature works? 3. Are mathematical concept(s) included in the visuals in "Mathematics Everywhere Series" children's literature works? 4. Which achievements can be associated with "Mathematics Everywhere Series" children's literature works from the Primary School Mathematics Curriculum? This study, which aims to examine the picture books of TUBITAK Publications "Mathematics Everywhere Series" in terms of primary school mathematics curriculum achievements, was carried out with the document analysis method as a qualitative research, as it requires examining written texts (story/novel) and analyzing them within the framework of certain categories. When the books in the "Mathematics Everywhere" series are examined, it is seen that the books are an important resource in terms of teaching Mathematics. In this series consisting of 19 books, the concepts were examined according to the book cover images, the images in the book and their content, and it was determined by content analysis that which acquisitions the books could be associated with in the Primary School Mathematics Curriculum. As a result of this study, it has been determined that the books examined in the visual and content of the mathematical concepts include numbers and operations, algebra, measurement and data processing, but they do not give enough space to the field of geometry. These results show parallelism with other studies in the field. In this context, it can be suggested that the research should be done with quantitative and qualitative dimensions by diversifying the books to be included in the research, examining not only printed books but also digital books in the context of mathematics teaching, and the research should be done by taking pre-school and secondary education levels into consideration.