An investigation of preschool teachers' opinions and needs for mathematics education

The aim of this study is to examine the views and needs of preschool teachers towards mathematics education. Case study method, one of the qualitative research methods, was used in the study. The study group consisted of 18 preschool teachers working in a province located in the northeast of Turkey. The "Form for Determining the Opinions and Needs of Preschool Teachers Towards Mathematics Education" developed by the researchers was used to collect the data of the study. The data obtained were analyzed by inductive thematic analysis method. As a result of the study, it was determined that the preschool teachers' mathematics skills that children should acquire include numbers and numbers, classification, matching, grouping, comparison, sorting, less-more and multiplication skills. It was determined that teachers mostly recommended teaching methods and techniques through play and teaching by doing and experiencing. In addition, problem solving, song-music and drama methods and techniques were also recommended. In the preparation and implementation of mathematics activities, teachers had problems with concretization, instructional problems, lack of materials and books, methods and getting down to the level of children. It has been determined that factors arising from child, family, teacher and school-family cooperation are effective in children's mathematics learning, and that teachers and families play an important role in the development of children's mathematics skills. It was determined that the subjects that teachers felt most in need of training were "Mathematics Learning Disabilities - Dyscalculia" and "Educational Materials Used in Mathematics". As a result, it has been determined that teachers experience various difficulties in mathematics education and need more training especially in some subjects. It was determined that the cooperation of teachers and families is critical in the development of children's mathematics skills.