Ulakbilge - Sosyal Bilimler Dergisi
Sayı 8, Sayı 52  2020/9  (ISSN: 2148-0451, E-ISSN: )

NO Makale Adı

The pattern has been defined as the heart, soul and essence of mathematics. Introducing children to the pattern through direct experiences in everyday life means bringing them together with the heart of mathematics. It is very significant to be able to introduce children to patterns accurately and to create appropriate educational environments. The only way to achieve this is to share theoretical and conceptual knowledge about the pattern. This situation has revealed a need for resources to teach pattern skill in the early period. The aim of this study is to examine the development of pattern skills and patterning processes which take place in early childhood mathematics education textbooks. Accordingly, six resource books published as a (Turkish) resource textbook for early childhood mathematics education in the last decade are within the scope of the study. In this study, document analysis method was used. The obtained data were reported by content analysis method. A code list was been created according to the concepts determined by considering the relevant literature in the coding of the data. In addition, the status of having learning outcome and standard was been included. The findings were categorized as age-related development of patterns, pattern types, patterning processes, pattern activities, and the status of including learning outcomes and standards. As a result of the study, it was concluded that the table which was related pattern development based on age was not included in the early childhood mathematics education textbooks and there were differences in the type and form of the pattern. On the other hand, it was found that while sample activities for patterns were encountered in all of the early childhood mathematics education textbooks, a small number of sample activities involving pattern types and all patterning processes were included. In addition, it was found that pattern skill was associated with national learning outcomes in four of the source books and international standards were partially included.

Keywords: preschool, early childhood mathematics education, textbooks, pattern