Akademik Veri Yönetim Sistemi
10th INTERNATIONAL MODERN SCIENCES CONGRESS, Bandar-Penggaram, Malezya, 10 - 14 Haziran 2024, ss.447-451
The preschool period is a critical period in which the foundation of children's mathematical skills is laid. In this period, the teachers and families around the child play an active role in children's acquisition of mathematical skills. The knowledge that children learn in this period affects their future lives in a cumulative manner. As a matter of fact, it is much more difficult to replace incorrectly learned information with correct information in the learning process than to learn new information. In this context, it is important for teachers, who have a key role in children's mathematical skills, to acquire correct knowledge in their undergraduate education and to change the incorrect knowledge they have acquired in previous learning processes. In this study, it is aimed to examine preservice preschool teachers' processes of writing numbers correctly.The study group of the research consists of 49 pre-service preschool teachers, 34 female and 15 male, who are attending the 2nd year of preschool teaching. In the data collection process of the study, an activity was created regarding the preservice preschool teachers' processes of writing the numbers correctly and the participants' processes of writing the numbers were recorded with video. As a result of the research, all of the pre-service preschool teachers wrote only the number three correctly, 45 (91. 8%) wrote one, three (6.1%) two, 14 (28.6%) four, 37 (75.5%) five, 4 (8.2%) six, 5 (10.2%) seven, 8 (16.3%) eight, 14 (28.6%) nine and 1 (2.1%) zero. Therefore, it was revealed that pre-service teachers were mostly unable to write the numbers 1 and 5 correctly. Keywords: Preschool, math, number, prospective teacher.