The effect of pattern-based mathematics education program on visual perceptions of 60-69 month old children

Within the scope of this research, the effect of the Pattern-Based Mathematics Education Program on the visual perception of 60-69 month-old children was examined. Pattern Based Mathematics Education Program; it consists of 24 activity plans created by the researcher and 5 different materials specially designed in which the pattern skill and visual perception sub-dimensions are associated. The study group of the research consists of a total of 34 children, 17 experimental and 17 control, who are studying in kindergartens selected by purposive sampling method from two different private primary schools affiliated to the Erzincan Provincial Directorate of National Education. Frostig Visual Perception Test and Demographic Information Form were used as data collection tools in the study, which was organized with a pretest-posttest control group quasi-experimental design. The data obtained as a result of the application were analyzed with nonparametric test techniques using the SPSS 22 package program. In the experimental group children in which the program was applied, statistically significant increases were found in the post-test scores compared to the pre-test scores in the dimensions of hand-eye coordination, shape-ground separation, perception constancy, spatial position perception, perception of spatial relationships and the total scores obtained from the test. In addition, this situation was preserved in the permanence test results applied three weeks later. No statistically significant improvement was found in the visual perception sub-dimensions and the total score obtained from the test in the control group children who continued the MEB education program. Based on the results obtained, it was determined that the Pattern-Based Mathematics Education Program had a significant effect on the hand-eye coordination, shape-ground separation, perception constancy, spatial position perception, perception of spatial relations sub-dimensions and total scores of 60-69 month-old children. perception of spatial relations sub-dimensions and total scores of 60-69 month-old children. In order to determine the longitudinal effects of mathematical patterns on children's visual perception, it has been suggested to be examined both in preschool and primary school periods. KEYWORDS: Preschool Period, Mathematics Education Program, Pattern, Visual Perception