Investigation of children's books compliance with mathematics education content standards

In this study, it was aimed to examine preschool picture storybooks according to mathematics education content standards and to reveal the effect of using picture storybooks in preschool mathematics education on children's basic mathematical concepts and skills. The research was designed with qualitative research methods and carried out in two stages. In the first stage, preschool picture storybooks were analyzed using document analysis, one of the qualitative research methods. The second phase of the research was planned and implemented as a case study. Within the scope of the research, 180 preschool picture storybooks selected in line with some criteria determined by the researcher were analyzed using the "Book Content Review Form" prepared by the researcher, based on the content standards set by the National Council of Teachers of Mathematics, which has internationally accepted studies on mathematics education. As a result of this study, nine books selected from among the recommended books to be used in preschool mathematics education, and a five-week practice was carried out with 22 children aged 5, who continue their education in a kindergarten. The data were analyzed using qualitative research methods. According to the findings of the study, it was concluded that the titles of "numbers and operations, algebra, measurement and geometry" were frequently included in the preschool period picture storybooks examined within the scope of the research, in order of mathematics education content standards. In line with the findings obtained from the second stage of the study, it was concluded that the use of preschool picture storybooks in mathematics education processes affected the social emotional development of children as well as their permanent learning of mathematical concepts and skills. Keywords: Illustrated Children's Books, National Council of Teachers of Mathematics (NCTM), Preschool, Preschool Math Education