Akademik Veri Yönetim Sistemi
Education and Information Technologies, 2025 (SSCI, Scopus)
This phenomenological study examines preschool teachers’ and parents’ perspectives on children’s early mathematics experiences. Starting from story-based mathematics, which are frequently used as a learning tool in the early years, digital experiences, digital applications, and the attitudes towards them are discussed. Experiences with mathematical models in realistic mathematics education are presented. Data were collected from preschool teachers and parents through semi-structured interviews. Eight teachers selected by snowball sampling and 16 parents selected from their classrooms participated in the study. The data were analyzed thematically using MAXQDA Plus 24 software. The findings were explained under three themes: storybooks for mathematical skills, digital activities, and mathematical modeling in mathematical skills. The results emphasized that participants engaged in story-based maths activities with children, covering numbers and operations, measurement skills, reasoning, proof, and problem-solving processes. Participants stated that they used various apps in digital maths activities and tried to ensure collaboration between teachers and parents. It was concluded that they guided children in embracing digital-maths integration with entertainment games that support mathematical skills and educational games. In realistic maths education, it was found that the aim was to make maths noticeable in daily life and to increase its comprehensibility with mathematical models. In summary, teachers and parents guided and provided opportunities for children’s mathematical interactions through story-based mathematics activities, digital mathematics applications, and realistic mathematics. Various recommendations were made considering the discussions regarding this conclusion.