Analysis of Pre-school Teachers’ Knowledge and Opinions about Play in Mathematics Educational Process

Abstract

In this research, it was aimed to reveal the knowledge and opinions about play in pre-school teachers' mathematics educational process. The research was designed as a mixed method. The qualitative dimension of the study included the analysis and interpretation of the data obtained through a semi-structured interview form. The quantitative dimension of the research was composed of statistical analysis of the data collected by means of “Pre-school Mathematics and Play Scale’’ according to various variables. In the analysis of the data obtained from the scale in the study, one-way ANOVA was used for unrelated samples and t-Test for unrelated samples. The data obtained from semi-structured interview form were analysed using content analysis technique. It was found in the research that the pre-school teachers emphasized the play to be an effective tool in achieving concretization in mathematical teaching and supporting the activities so as to meet the children's entertainment needs. However, teachers stated that they had difficulty in finding and using plays on various topics of mathematics. Teachers were seen not to be able to distinguish between play and activity.

Keywords: Pre-school, mathematics education, play