Researching the effect of mathematical education programme based on playing, on the child's mathematical development

This research aimed to analyze ?the effect of mathematical education programme based on playing, on the child?s mathematical development?. The population of the research consists of students of the pre-school classes in the primary schools managed by Osmaniye National Education Directorate in 2011-2012 education year who are growing normally. The samples of the research are like that; the pre-school students (morning group) in the Cumhuriyet Primary School are chosen for the first experiment group (n:24) , the pre-school students (afternoon students) in the Cumhuriyet Primary School are chosen for the second experiment group ( n:24) and 69 half-time schooling students in the Cumhuriyet Primary School who haven?t studied Maths before are chosen for the control group (n:21). Pretesting/Last-testing/permanence testing and the experimental design with control group are used on the purpose of determining the effect of Mathematical education based on play on the mathematical development of children. In this research, ?general information form? is used to have an information about children and their families and ?progress in Maths 6 test? reformed by Clausen and the others (2004) of which validity and reliability studies are carried out by Çelik and Kandır in Turkey (2011) is used to determine children?s mathematical development. Mathematical education programme based on play has been applied to the first experiment group for 5 weekdays in a week during 10 weeks and family participation studies supporting the mathematical education programme has been applied to the same group on Fridays of the all 10 weeks. Mathematical education programme based on play has been applied to the second experiment group for 5 weekdays in a week during 10 weeks. Preschool education programme of Ministry of National Education produced for the 36-72 months old children has been applied to the control group. Researching the differences between groups in the research analysis, independent samples t test is applied to the pair groups for the factors ranged normally, ANOVA is applied to the groups having members more than two for the factors ranged normally and Scheffe test is applied to determine which groups are having differences among theirselves. Paired samples t test is applied for the factors ranged normally to compare the results of the pretests/last-tests and the permanence tests. Following the researches, statistically significant difference isn?t appointed between the averages of the pretest results of the first, second experiment groups and control group (p>0.05) but statistically significant difference is appointed between the averages of the last test results of the first, second experiment groups and control group (p<0.05). This difference occurring statistically is in support of the results of the last test of first and second experiment groups. Statistically significant difference is appointed between averages of the pretest and last test results of the first experiment group (p<0.05). Statistically significant difference is appointed between averages of the pretest and last test results of the second experiment group (p<0.05). Statistically significant difference isn?t appointed between averages of the last test results of the first and second experiment group (p>0.05). Statistically significant difference isn?t appointed between averages of the pretest and last test results of the control group (p>0.05). Statistically significant difference is appointed between averages of last test and permanence test results of the first and second experiment group (p<0.05). In terms of these findings, it is determined that; ?mathematical education programme based on play? is effective on the mathematical developments of children and this effect is permanent.