Preschool teachers' opinions and practises regarding the use of mathematical language

This research was conducted to determine the views of preschool teachers on the use of mathematical language and their practices in this context. In the research in which phenomenology design, one of the qualitative research methods, was used, the participants were determined by the snowball sampling method. The mathematical activities carried out in the classes of 10 female teachers working in official preschool education institutions in the central districts of Mersin were observed and then individual interviews were conducted including their views and practices on mathematical language. The data obtained were reflected in the study using the content analysis method. As a result of the research, it was determined that the teachers' views on the language of mathematics were similar. It was observed that the teachers were careful about using the language of mathematics in the interviews and emphasized its advantages. In parallel with this, it was stated as a common view that they believed that the effective use of the language of mathematics would positively affect children's future success in mathematics. In addition, it was stated as a common view that they valued family participation and this situation was reflected in their practices. It was observed that WhatsApp groups created in the classroom and the Education Information Network (EBA) were preferred as parent communication channels. It was observed that the teachers believed that increasing peer interactions in terms of children's ability to transfer mathematics to life would have a positive effect on children's use of the language of mathematics, and in parallel with this, it was stated in the interviews that cooperation was made with families. When the interview and observation results were examined together, it was observed that the teachers' views were not fully reflected in their practices. In the interviews, it was observed that they cared about the active participation of children in mathematical activities, but in practice, children were more in the role of implementing the given instructions; in addition, while teachers emphasized the necessity of open-ended questions in the interviews, they tended to use closed-ended questions in practice. In addition, it was determined that teachers tended to use mathematical language limited to the beginning and intermediate levels in their practices. It was stated that there was a mathematics center in all participating classes and that it was updated with the work done by the children. It was stated that teachers believe that children's use of mathematical language is supported when they combine integrated activities with mathematical studies as a method, and it was emphasized that they valued games, movement studies and competitions in this respect. Keywords: Preschool education, teacher, preschool mathematics education, mathematical language, phenomenology.