DIGITAL GAMES IN EARLY MATHEMATICS EDUCATION

Yıl 2024, Cilt: 2 Sayı: 1, 32 - 47, 31.07.2024

Muhammed Ünal Özlem Melek Erbil Kaya

Öz

This review addresses the use of digital games in the context of early childhood mathematics education. It examines various aspects of digital games in developing early mathematical skills, increasing problem solving capacity and making the educational process more engaging. The integration process of games in learning and applying mathematical concepts, how they affect children's mathematical thinking, and the importance of strategic use of technology in early childhood education are emphasized. The contributions of digital games to children's cognitive, emotional and social development are evaluated, and how basic mathematical skills are developed is expressed. This study reveals how the inclusion of digital games in learning processes can enrich children's mathematical skills and understanding. As a result, early childhood mathematics education stands out as an effective tool for developing children's early mathematics skills through the strategic use of digital games under the guidance of teachers and in collaboration with parents. It is recommended that educators and parents should be sensitive to children's individual needs and interests in the selection and implementation of digital games, integrate them into the curriculum, and guide them in a way that develops children's numeracy skills.

Anahtar Kelimeler

Preschool Education, Early Mathematics Education, Digital Game

ERKEN MATEMATİK EĞİTİMİNDE DİJİTAL OYUNLAR

Öz

Bu derleme çalışması, erken çocukluk döneminde matematik eğitimi bağlamında dijital oyunların kullanımını ele almaktadır. Dijital oyunların erken matematik becerilerini geliştirmedeki, problem çözme kapasitesini artırmadaki ve eğitisel süreci daha ilgi çekici hale getirmedeki çeşitli yönlerini incelenmektedir. Oyunların matematik kavramlarının öğrenilmesi ve uygulanmasındaki bütünleştirme süreci, çocukların matematiksel düşünce yapısını nasıl etkilediği ve teknolojinin erken çocukluk eğitimindeki stratejik kullanımının önemi vurgulanmaktadır. Dijital oyunların çocukların bilişsel, duygusal ve sosyal gelişimine katkıları değerlendirilirken, temel matematik becerilerinin nasıl geliştiği ifade edilmiştir. Bu çalışma, dijital oyunların öğrenme süreçlerine dahil edilmesinin, çocukların matematik beceri ve anlayışlarını nasıl zenginleştirebileceğini ortaya koymaktadır. Sonuç olarak erken çocukluk döneminde matematik eğitimi, öğretmenlerin rehberliğinde ve ebeveynlerle iş birliği içinde dijital oyunların stratejik kullanımı yoluyla çocukların erken matematik becerilerini geliştirmede etkili bir araç olarak öne çıkmaktadır. Eğitimcilerin ve ebeveynlerin, dijital oyunların seçimi ve uygulanmasında çocukların bireysel ihtiyaçlarına ve ilgi alanlarına duyarlı olmaları, oyunları müfredatla uyumlu bir şekilde bütünleştirmeleri ve çocukların sayısal becerilerini geliştirecek şekilde yönlendirmeleri önerilmektedir.

Anahtar Kelimeler

Okul Öncesi Eğitim, Erken Matematik Eğitimi, Dijital Oyun

Kaynakça

• Akman, B. (2002). Okul Öncesi Dönemde Matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248.
• Aktaş, M., Bulut, G.G. ve Aktaş, B.K. (2018). Dört İşleme Yönelik Geliştirilen Mobil Oyunun 6. Sınıf Öğrencilerinin Zihinden İşlem Yapma Becerisine Etkisi. Eğitim ve Toplum Araştırmaları Dergisi, 5(2), 90-100.
• Akyol Altun, C. (2018). Okul Öncesi Öğretim Programına Algoritma ve Kodlama Eğitimi Entegrasyonunun Öğrencilerin Problem Çözme Becerisine Etkisi. Yüksek Lisans Tezi, Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Alade, F., Lauricella, A. R., Beaudoin-Ryan, L. ve Wartella, E. (2016). Measuring with Murray: Touchscreen Technology and Preschoolers’ STEM Learning. Computers in Human Behavior, 62, 433–441. https://doi.org/10.1016/j.chb.2016.03.080.
• Alelaimat, A., Ihmeideh, F.veAlkhawaldeh, M. (2020). Preparing Preservice Teachers for Technology and Digital Media İntegration: İmplications for Early Childhood Teacher Education Programs. International Journal of Early Childhood, 52(3), 299-317. https://doi.org/10.1007/s13158-020-00276-2
• Altınışık, M. (2021). Dijital Oyunların Matematiksel Kavram Gelişimi ve Öğretimsel Nitelikler Açısından İncelenmesi. Yüksek Lisans Tezi, Fatih Sultan Mehmet Vakıf Üniversitesi.
• Angraini, L. ve Nurmaliza, N. (2022). The Effect Of İnteractive Multimedia-Based Learning on Students’ Mathematical Critical Thinking Ability in the Course Of Structure Algebra. Jurnal Didaktik Matematika, 9(2), 217-229. https://doi.org/10.24815/jdm.v9i2.26839
• Arabacı, İ. ve Polat, M. (2013). Dijital Yerliler, Dijital Göçmenler ve Sınıf Yönetimi. Elektronik Sosyal Bilimler Dergisi, 12(47), 11-20.
• Araújo, J., Stillman, G. A., Blomhøj, M., Ikeda, T. ve Leiss, D. (2017). Topic Study Group No. 21: Mathematical Applications and Modelling in the Teaching and Learning of Mathematics. In Proceedings of the 13th International Congress on Mathematical Education. ICME-13, 471-474. Springer International Publishing. https://doi.org/10.1007/978-3-319-62597-3_48
• Bağcı, B. ve İvrendi, A. (2016). Türkiye’de Okul Öncesi Dönem Matematik Becerileri ve Eğitimi Araştırmaları: Sentez Çalışması. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 10(2), 391-424.
• Balkan, C. (2023) Ninnilerin Okul Öncesi Matematik Kavramları Açısından İncelenmesi. Doktora Tezi, Trakya Üniversitesi Sosyal Bilimler Enstitüsü, Edirne.
• Bird, J. ve Edwards, S. (2014). Children Learning to Use Technologies Through Play: A Digital Play Framework. British Journal of Educational Technology, 46(6), 1149-1160. https://doi.org/10.1111/bjet.12191
• Blevins-Knabe, B. ve Berghoust Austin, A. M. (2016). Early Childhood Mathematics Skill Development in The Home Environment. Cham: Springer International Publishing. http://dx.doi.org/10.1007/978-3-319-43974-7
• Callaghan, M. N. ve Reich, S. M. (2020). Applying a Developmental Lens to Educational Game Designs For Preschoolers. International Journal of Mobile and Blended Learning, 12(2), 1-15.
• Canbeldek, M. (2020). Erken Çocukluk Eğitiminde Üreten Çocuklar Kodlama ve Robotik Eğitim Programının Etkilerinin İncelenmesi. Doktora Tezi, Pamukkale Üniversitesi, Denizli.
• Charlesworth, R. (2005). Prekindergarten Mathematics: Connecting with National Standards. Early Childhood Education Journal, 32(4), 229-236.
• Charlesworth, R. ve Lind, K. (2013). Math and Science for Young Children, Belmont Clif: Wadswortj Pub.
• Charlesworth, R. ve Radeloff, D. J. (1991). Experiences in Mathematics for Young Children (Ed). New York: Delmar.
• Chaudran, S. (2015). Young Children (0-8) And Digital Technology: A Qualitative Exploratory Study Across Seven Countries. Luxembourg: Publications Office of the European Union. Retrieved From https://publications.jrc.ec.europa.eu/repository/handle/JRC93239
• Christakis, D. A. ve Garrison, M. M. (2009). Preschool-Aged Children's Television Viewing in Child Care Settings. Pediatrics, 124(6), 1627-1632
• Clements, D. H. ve Sarama, J. (2007). Effects of a Preschool Mathematics Curriculum: Summative Research on The Building Blocks Project. Journal for Research in Mathematics Education, 38(2), 136–163. https://doi.org/10.2307/3003495.
• Clements, D. H. ve Sarama, J. (2016). Math, Science, and Technology in the Early Grades. The Future of Children, 26(2), 75-94.
• Clements, D. H. ve Sarama, J. (2020). Learning And Teaching Early Math: The Learning Trajectories Approach. Routledge. https://doi.org/10.4324/9781003083528-15
• Common Sense Media. (2017). Zero To Eight: Children’s Media Use in America. Retrieved May 20, 2020, from https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-kids-age-zero-to-eight-2017.
• Da Silva, J. C. M. ve Maran, V. (2020). Gamification Applications in Mathematic Education: A Systematic Mapping. Ciência e Natura, 42, e90-e90. https://doi.org/10.5902/2179460X42317
• Dağlı, H., Dağlıoğlu, H. E. ve Atalmış, E. H. (2020). Development of a Preschool Teachers’ Pedagogical Content Knowledge Scale Regarding Mathematics. International Journal of Assessment Tools in Education, 6 (4), 617-635. DOI: 10.21449/ijate.593636
• Dejonckheere, P. J. N., Smitsman, A. W., Desoete, A., Haeck, B., Ghyselinck, K., Hillaert, K. ve Coppenolle, K. (2015). Early Math Learning with Tablet Pcs: The Role of Action. European Journal Of Psychology And Educational Studies, 2(3), 79–87.
• Disney, L. ve Li, L. (2022). Above, Below, or Equal? Exploring Teachers' Pedagogical Positioning İn A Playworld Context to Teach Mathematical Concepts to Preschool Children. Teaching and Teacher Education,114, 103706. https://doi.org/10.1016/j.tate.2022.103706
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P. ve Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428-1446.
• Durkaya, S. (2019). MEB Okul Öncesi Eğitim Programına ve Montessori Yaklaşımına Göre Eğitim Alan Anasınıfı Çocuklarının Sezgisel Matematik Yeteneklerinin Karşılaştırılması. Doktora Tezi, Marmara Üniversitesi, İstanbul.
• Elson, M. ve Ferguson, C. (2014). Twenty-Five Years of Research on Violence in Digital Games and Aggression. European Psychologist, 19(1), 33-46. https://doi.org/10.1027/1016-9040/a000147
• Epstein, J. L. (1995). School/Family/Community Partnerships: Caring For the Children We Share. Phi Delta Kappan, 76(9), 701-712.
• Fleer, M. (2020). Examining the psychological content of digital play through Hedegaard’s model of child development. Learning, Culture and Social Interaction, 26, 100227. https://doi.org/10.1016/j.lcsi.2018.04.006
• Fuson, K. C. (2019). Relating Math Words, Visual Images, and Math Symbols for Understanding and Competence. International Journal of Disability, Development and Education, 66(2), 119-132. doi: 10.1080/1034912X.2018.1535109
• Genç Çopur, H. (2021). Dijital Oyun Destekli Matematik Eğitim Programının 54-66 Aylık Çocukların Saymaya İlişkin Temel Matematik Becerilerinin Gelişimine Etkisi. Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Geraniou, E. ve Jankvist, U. (2019). Towards a Definition of “Mathematical Digital Competency. Educational Studies in Mathematics, 102(1), 29-45. https://doi.org/10.1007/s10649-019-09893-8
• Gözüm, A. İ. C. ve Kandır, A. (2020). Okul Öncesi Çocuklarin Dijital Oyun Oynama Sürelerine Göre Oyun Eğilimi ile Konsantrasyon Düzeylerinin İncelenmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (41), 82-100.
• Gözüm, A. İ. C. ve Kandır, A. (2020). Developing a Parental Mediation Scale of Digital Games For Children. International Journal of Curriculum and Instruction, 12(2), 336-358.
• Gözüm, A. İ. C. ve Kandır, A. (2021). Digital games pre-schoolers play: parental mediation and examination of educational content. Education and Information Technologies, 26(3), 3293-3326.
• Gözüm, A. İ. C. ve Demir, Ö. (2021). Technological Pedagogical Content Knowledge Self-Confidence of Prospective Pre-School Teachers for Science Education During The COVID-19 Period: A Structural Equational Modelling. International Journal of Curriculum And Instruction, 13(1), 712-742.
• Gözüm, A. İ. C., Metin, Ş., Uzun, H. ve Karaca, N. H. (2023). Developing the Teacher Self-Efficacy Scale in the Use of ICT at Home for Pre-School Distance Education During Covid-19. Technology, Knowledge And Learning, 28(3), 1351-1381.
• Gözüm, A.İ.C., Özberk, E.H., Kaya, Ü.Ü. ve Uyanık Aktulun, Ö. (2023). Number Sense Across the Transition from Preschool to Elementary School: A Latent Profile Analysis. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01511-w
• Guanzon-Pisaras, G. (2020). Mathematics Manipulatives for the Development on the Numeracy Skills of Kindergarten Pupils. SMCC Higher Education Research Journal, 7(1), 45-64.
• Haylock, D. ve Cockburn, A. (2014). Küçük Çocuklar İçin Matematiği Anlama. Z. Yılmaz (Çev. Ed.). Ankara: Nobel.
• Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B. ve Kaufman, J. (2015). Putting Education İn “Educational” Apps: Lessons From the Science of Learning. Psychological Science in the Public Interest, 16(1), 3-34.
• Hoyles, C. (2018). Transforming the Mathematical Practices of Learners and Teachers Through Digital Technology. Research in Mathematics Education, 20(3), 209-228. https://doi.org/10.1080/14794802.2018.1484799
• Hsu, Y. S. (2015). Development of Science Teachers' TPACK: East Asian Practices. Singapore: Springer.
• Hubber, P. J., Outhwaite, L. A., Chigeda, A., Mcgrath, S., Hodgen, J. ve Pitchford, N. J. (2016). Should Touch Screen Tablets be Used to Improve Educational Outcomes in Primary School Children in Developing Countries? Frontiers in Psychology, 7(839). Doi.Org/10.3389/Fpsyg.2016.00839.
• Ianaguivara, E. S., Candiago, A., Kawamoto, L. T., Rodrigues, S. C. M., Scardovelli, T. A. ve Da Silva, A. P. (2015). Virtual Environment to Aid the Assessment of Basic Math Concepts in Children with ADHD. Key Engineering Materials, 638, 339–343. https://doi.org/10.4028/www.scientific.net/kem.638.339
• Istiono, W. (2021). Does The Education Games With Adding Some Entertainment Game Elements Will Attract the Children?. International Journal of Advanced Trends in Computer Science and Engineering, 10(4), 2721-2726. https://doi.org/10.30534/ijatcse/2021/111042021
• Jenssen, L., Hosoya, G., Jegodtka, A., Eilerts, K., Eid, M. ve Blömeke, S. (2020). Effects of Early Childhood Teachers ‘Mathematics Anxiety on the Development of Childrens ‘Mathematical Competencies. Student Learning in German Higher Education: Innovative Measurement Approaches and Research Results, 141-162.
• Ji, F. (2021). Development of an Exploring System: An Integrated Approach to Children’s Math Education in China. Ieee Access, 9, 108346-108362. https://doi.org/10.1109/access.2021.3100705
• Kabael, T. ve Barak, B. (2016). Research of Middle School Pre-Service Mathematics Teachers’ Mathematical Literacy on Pisa Items. Turkish Journal of Computer and Mathematics Education (Turcomat), 7(2), 321. https://doi.org/10.16949/turcomat.73360
• Kalabina, I. ve Progackaya, T. (2021). Defining Digital Competence for Older Preschool Children. Psychology in Russia State of Art, 14(4), 169-185. https://doi.org/10.11621/pir.2021.0411 Kandır, A. ve Orçan, M. (2010). Okul Öncesi Dönemde Matematik Eğitimi. İstanbul: Morpa.
• Kazakoff, E. R., Sullivan, A. ve Bers, M. U. (2013). The Effect of a Classroom-Based Intensive Robotics and Programming Workshop on Sequencing Ability in Early Childhood. Early Childhood Education Journal, 41, 245-255.
• Kersey, A., Braham, E., Csumitta, K., Libertus, M. ve Cantlon, J. (2018). No Intrinsic Gender Differences in Children’s Earliest Numerical Abilities. NPJ Science of Learning, 3(1). https://doi.org/10.1038/s41539-018-0028-7
• Kesicioğlu, O. S. ve Alisinanoğlu, F. (2014). Doğrudan Öğretim Modeline Göre Hazırlanan Eğitim Uygulamalarının Okul Öncesi Çocuklarının Geometrik Şekil Öğrenmelerine Etkisinin İncelenmesi. ODÜ Sosyal Bilimler Araştırmaları Dergisi (ODÜSOBİAD), 4(8), 71-77.
• Kesicioğlu, O.S. (2019). Erken Çocukluk Döneminde Bilgisayar ve Matematik. Berrin Akman (Ed.), Erken Çocuklukta Matematik Eğitimi içinde (296-305). Ankara: Pegem.
• Kim, Y. ve Smith, D. (2017). Pedagogical and Technological Augmentation of Mobile Learning for Young Children İnteractive Learning Environments. Interactive Learning Environments, 25, 4–16. https://doi.org/10.1080/10494820.2015.1087411.
• Knaus, M. (2017). Supporting Early Mathematics Learning in Early Childhood Settings. Australasian Journal of Early Childhood, 42(3), 4–13. https://doi.org/10.23965/AJEC.42.3.01
• Kosko, K. ve Ferdig, R. (2016). Effects of a Tablet-Based Mathematics Application for Pre-School Children. Journal of Computers in Mathematics and Science Teaching, 35(1), 61–79.
• König, J., Jäger-Biela, D. J. ve Glutsch, N. (2020). Adapting to Online Teaching During COVID-19 School Closure: Teacher Education and Teacher Competence Effects Among Early Career Teachers in Germany. European Journal Of Teacher Education, 43(4), 608-622.
• Kusumah, Y., Kustiawati, D. ve Herman, T. (2020). The Effect of Geogebra in Three-Dimensional Geometry Learning on Students’ Mathematical Communication Ability. International Journal of Instruction, 13(2), 895-908. https://doi.org/10.29333/iji.2020.13260a
• Landers, R. N., Bauer, K. N., Callan, R. C. ve Armstrong, M. B. (2015). Psychological Theory and the Gamification of Learning in Gamification in Education and Business (165-186). Springer, Cham. https://doi.org/10.1007/978-3-319-10208-5_9
• Larkin, K. ve Nigel, C. (2016). Mathematics Education and Mobile Technologies. Mathematics Education Research Journal, 28, 1-7.
• Marco, J., Cerezo, E. ve Baldassarri, S. (2012). Bringing Tabletop Technology to All: Evaluating a Tangible Farm Game With Kindergarten and Special Needs Children. Personal and Ubiquitous Computing, 17, 1–15. https://doi.org/10.1007/s00779-012-0522-5.
• Mattoon, C., Bates, A., Shifflet, R., Latham, N. ve Ennis, S. (2015). Examining Computational Skills in Pre-Kindergarteners: The Effects of Traditional and Digital Manipulatives in a Prekindergarten Classroom. Early Childhood Research And Practice, 17(1). Retrieved from http://ecrp.uiuc.edu/v17n1/mattoon.html.
• Mishra, P. ve Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
• Moomaw, S. (2016). Move Back the Clock, Educators: STEM Begins at Birth. School Science and Mathematics, 116(5), 237-238.
• Nathan, T., Muthupalaniappen, L. ve Muhammad, N. (2022). Prevalence and Description of Digital Device Use Among Preschool Children: A Cross-Sectional Study in Kota Setar District, Kedah. Malaysian Family Physician, 17(3), 114-120. https://doi.org/10.51866/oa.25
• National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics (1). National Council of Teachers of.
• Neumann M. M. ve Neumann D. L. (2017). The Use of Touch-Screen Tablets at Home and Pre-School to Foster Emergent Literacy. Journal of Early Childhood Literacy. 17(2), 203-220. https://doi.org/10.1177/1468798415619773
• Nicolaidou, I., Tozzi, F. ve Antoniades, A. (2022). A Gamified App on Emotion Recognition and Angermanagement for Preschool Children. International Journal of Child-Computer Interaction, 31, 100449.
• OFCOM. (2020). Children and Parents: Media Use and Attitudes Report 2019. Retrieved August 10, 2022.
• Ogegbo, A. ve Aina, A. (2022). Fostering the Development of 21st Century Competencies Through Technology in Young Children: Perceptions of Early Childhood Educators. https://doi.org/10.36315/2022v2end073
• Oliveira, W., Hamari, J., Joaquim, S., Toda, A. M., Palomino, P. T., Vassileva, J. ve Isotani, S. (2022). The Effects of Personalized Gamification on Students' Flow Experience, Motivation, and Enjoyment. Smart Learning Environments, 9(1), 1-26. https://doi.org/10.1186/s40561-022-00194-x
• Outhwaite, L. A., Guilford, A. ve Pitchford, N. J. (2017). Closing The Gap: Efficacy of a Tablet İntervention to Support the Development of Early Mathematics Skills in UK Primary School Children. Computers & Education, 108, 43–58.
• Önkol, F. L. (2012). Erken Sayı Testi’nin Uyarlanması ve Erken Sayı Gelişim Programı’nın Altı Yaş Çocukların Sayı Gelişimlerine Etkisinin İncelenmesi. Doktora Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
• Papadakis, S., Kalogiannakis, M. ve Zaranis N. (2016). Comparing Tablets and Pcs in Teaching Mathematics: An Attempt to Improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4, 241-253.
• Papadakis, S., Kalogiannakis, M. ve Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23, 1849-1871.
• Papadakis, S., Kalogiannakis, M. ve Zaranis, N. (2021). Teaching Mathematics with Mobile Devices and The Realistic Mathematical Education (RME) Approach in Kindergarten. Advances in Mobile Learning Educational Research, 1(1), 5-18. https://doi.org/10.25082/AMLER.2021.01.002
• Papadakis, S., Vaiopoulou, J., Kalogiannakis, M. ve Stamovlasis, D. (2020). Developing and Exploring an Evaluation Tool for Educational Apps (ETEA) Targeting Kindergarten Children. Sustainability, 12(10), 4201.
• Presser, A. L., Vahey, P. ve Dominguez, X. (2015). Improving Mathematics Learning by Integrating Curricular Activities with Innovative and Developmentally Appropriate Digital Apps: Findings From the Next Generation Preschool Math Evaluation. In SREE Spring 2015 Conference.
• Qing, S. (2022). Design and Application of Preschool Education System Based on Mobile Application. Mathematical Problems in Engineering, 2022. https://doi.org/10.1155/2022/8556824 Reeves, J. L., Gunter, G. A. ve Lacey, C. (2017). Mobile Learning in Pre-Kindergarten: Using Student Feedback to İnform Practice. Educational Technology & Society, 20(1), 37–44.
• Reinhold, F., Strohmaier, A., Finger-Collazos, Z. ve Reiss, K. (2021). Considering Teachers’ Beliefs, Motivation, and Emotions Regarding Teaching Mathematics with Digital Tools: The Effect of an in-Service Teacher Training. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.723869
• Rohibni, R., Rokhmawan, T., Sayer, I. M. ve Fitriyah, L. (2022). The Variety of Mathematics Learning Media for Early Childhood in Improving Basic Mathematics Ability. Bulletin of Science Education, 2(3), 102-114.
• Sakka, T. ve Gouscos, D. (2023). Children’s Rights Education Via Game-Based Activities: An Intervention in Kindergarten. International Journal of Serious Games, 10(1), 53-79. https://doi.org/10.17083/ijsg.v10i1.546
• Sakr, M. (2019). Digital Play in Early Childhood: What′ s the Problem?. SAGE.
• Sarama, J. ve Clements, D. H. (2009). Early Childhood Mathematics Education Research: Learning Trajectories for Young Children. New York: Routledge.
• Sezer, T. ve Polat, Ö. (2022). Supporting Pre-Schoolers’ Acquisition of Geometric Knowledge Through Mind Mapping. The Electronic Journal for Research in Science & Mathematics Education, 26(3), 86-105.
• Sezer, T. ve Güler-Öztürk, D. S. (2011). The Effects of Drama in Helping Five-Year-Old Children Acquire the Concepts of Number and Operation. Educational Research, 2(6), 1210-1218.
• Simarmata, J., Limbong, T., Tambunan, A., Simanjuntak, M., Limbong, R., Purnomo, A., … ve Napitupulu, E. (2018). Multimedia of Number Recognition for Early Childhood Using Image Object. International Journal of Engineering & Technology, 7(3.2), 796. https://doi.org/10.14419/ijet.v7i3.2.18760
• Skaraki, E. (2021). Reinforcing Preschoolers' Phonemic Awareness Through the Use of Tablets. Advances in Mobile Learning Educational Research, 1(1), 28-36. https://Doi.Org/10.25082/AMLER.2021.01.004
• Skipper, E. L. ve Collins, E. N. (2003). Making The NCTM Standards User Friendly for Child Care Teachers. Teaching Children Mathematics, 9(7), 421-427.
• Smith, C. ve Morgan, C. (2016). Curricular Orientations to Real‐World Contexts in Mathematics. The Curriculum Journal, 27(1), 24-45. https://doi.org/10.1080/09585176.2016.1139498 Smith, S. S. (2001). Early Childhood Mathematics (2nd ed.). Allyn & Bacon.
• Sperry-Smith, S. (2016). Erken Çocuklukta Matematik. (Çev. Serap Erdoğan) Ankara: Eğiten Kitap.
• Stubbé, H., Badri, A., Telford, R., van der Hulst, A. ve van Joolingen, W. (2016). E-Learning Sudan, Formal Learning for Out-of-School Children. Electronic Journal of e-Learning, 14(2), 136-149.
• Tarim, K. (2009). The Effects of Cooperative Learning on Preschoolers’ Mathematics Problem-Solving Ability. Educ Stud Math, 3(72), 325-340. https://doi.org/10.1007/s10649-009-9197-x
• Traxler, J. M. ve Crompton, H. (2015). Mobile Learning. In Encyclopedia of Mobile Phone Behavior (506-518). IGI Global.
• Uludağ, G. (2020). Erken Çocukluk Dönemi Matematik Becerileri. G. Uludağ. (Ed.). Erken Çocukluk Döneminde Matematik Eğitimi içinde (41-66). Ankara: Nobel Akademi.
• Utama, W. W. I., Utami, N. R. ve Wilujeng, W. (2022). Early Childhood Mathematics Learning in Realistic Mathematical Education (RME). In 1st UPY International Conference on Education and Social Science (UPINCESS 2022) (203-209). Atlantis Press.
• Valkenburg, P. M., Krcmar, M., Peeters, A. L. ve Marseille, N. M. (1999). Developing A Scale to Measure Perceived Video Game Violence and İts Relation to Aggression. Human Communication Research, 25(3), 291-318.
• Van de Walle, J. A. (2007). Elementary and Middle School Mathematics: Teaching Developmentally. Allyn & Bacon.
• Veresov, N. ve Veraksa, N. (2023). Digital Games and Digital Play in Early Childhood: A Cultural-Historical Approach. Early Years, 43(4-5), 1089-1101.
• Vidal-Hall, C., Flewitt, R. ve Wyse, D. (2020). Early Childhood Practitioner Beliefs About Digital Media: Integrating Technology into a Child-Centred Classroom Environment. European Early Childhood Education Research Journal, 28(2), 167-181. https://doi.org/10.1080/1350293x.2020.1735727
• Xezonaki, A. (2023). The Use of Kahoot in Preschool Mathematics Education. Advances in Mobile Learning Educational Research, 3(1), 648-657.
• Xi-Cai, L. (2018). Design and Application of Children's Entertainment Education Software in Preschool Education. International Journal of Emerging Technologies in Learning (Ijet), 13(07), 201. https://doi.org/10.3991/ijet.v13i07.8809
• Yılmaz, M. M. ve Özen Uyar, R. (2022). Erken Çocukluk Döneminde Temel Matematik Becerileri. M., Kılıç, C., Avcı. (Ed.). Erken Çocukluk Döneminde Matematik Eğitimi içinde (266-290). Ankara: Eğiten.
• Yüce, A. ve Sezer, T. (2021). 5-6 Yaş Grubu Çocukların Sayı ve Sayma Becerileri ile Problem Çözme Becerileri Arasındaki İlişkinin İncelenmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 305-319. https://dx.doi.org/10.17240/aibuefd.2021.21.60703-847668