Course Information
SemesterCourse Unit CodeCourse Unit TitleT+P+LCreditNumber of ECTS CreditsLast Updated Date
3EEC203Early Childhood Mathematics Education3+0+03407.10.2026
Course Details
Language of Instruction Turkish
Level of Course Unit Bachelor's Degree
Department / Program Pre-School Teaching
Type of Program Formal Education
Type of Course Unit Compulsory
Course Delivery Method Face To Face
Objectives of the Course This course aims to enable pre-service teachers to: (A1) understand the definition and importance of mathematics in early childhood and the development of children ` s mathematical thinking within the framework of cognitive development theories and learning trajectories; (A2) critically examine principles and standards in mathematics education, the mathematics domain of the MoNE (2026) curriculum and research-based mathematics programs; (A3) gain skills in planning, implementing and evaluating play-based activities for basic mathematical concepts; (A4) recognize the role of the family and home environment, technology and affective factors in mathematics learning.
Course Content Development in early childhood; cognitive development theories (Piaget, Vygotsky, Bruner) and mathematics learning; the importance of mathematics in early childhood and the learning trajectories approach; NCTM principles and standards and the mathematics domain in the MoNE (2026) curriculum; planning mathematics activities; mathematics and play, mathematics in the home environment; matching, comparing, classifying and seriation; patterns and early algebraic thinking; number and counting; symbols, operations and problem solving; geometry, spatial thinking and position in space; measurement; data analysis, graphs and probability; research-based mathematics programs (Building Blocks, Big Math for Little Kids, GEMS) and STEM; implementing mathematics activities through micro-teaching.
Course Methods and Techniques Lecture, question and answer, discussion, analysis of children ` s responses (video and case studies), play-based activities, group work, activity plan preparation, micro-teaching and peer feedback.
Prerequisites and co-requisities None
Course Coordinator Asist Prof.Dr. Mehmet Ceylan mehmet.ceylan@hku.edu.tr
Name of Lecturers Asist Prof.Dr. Mehmet Ceylan mehmet.ceylan@hku.edu.tr
Assistants None
Work Placement(s) No

Recommended or Required Reading
Resources Akıncı Coşgun, A., Genç Çopur, H., & Ulutaş, İ. (Eds.). (2022). Erken çocukluk matematik eğitiminde güncel konular [Current issues in early childhood mathematics education]. Nobel Akademik Yayıncılık.
Ministry of National Education. (2026). Türkiye Century Maarif Model preschool education curriculum. MoNE.
Clements, D. H., & Sarama, J. (2026). Learning and teaching early math: The learning trajectories approach (4th ed.). Routledge.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. NCTM.
Clements, D. H., & Sarama, J. (2017/2019). Learning and teaching with learning trajectories [LT]². Marsico Institute, Morgridge College of Education, University of Denver. https://www.learningtrajectories.org/
Course Notes Akıncı Coşgun, A., Genç Çopur, H., & Ulutaş, İ. (Eds.). (2022). Erken çocukluk matematik eğitiminde güncel konular [Current issues in early childhood mathematics education]. Nobel Akademik Yayıncılık.
Ministry of National Education. (2026). Türkiye Century Maarif Model preschool education curriculum.
Lecture notes, the activity plan template and assessment criteria are shared via Google Classroom.

Course Category
Field %100

Planned Learning Activities and Teaching Methods
Activities are given in detail in the section of "Assessment Methods and Criteria" and "Workload Calculation"

Assessment Methods and Criteria
In-Term Studies Quantity Percentage
Mid-terms 1 % 30
Assignment 5 % 20
Final examination 1 % 50
Total
7
% 100

 
ECTS Allocated Based on Student Workload
Activities Quantity Duration Total Work Load
Course Duration 14 3 42
Hours for off-the-c.r.stud 14 2 28
Assignments 5 5 25
Presentation 5 2 10
Mid-terms 1 7 7
Final examination 1 8 8
Total Work Load   Number of ECTS Credits 4 120

 
Course Learning Outcomes: Upon the successful completion of this course, students will be able to:
Bilgi 
1 Explains the importance of early childhood mathematics education and the role of mathematics anxiety and attitudes in mathematics learning based on research findings.
Beceri 
2 Analyzes children ` s responses to basic mathematical concepts and determines their developmental levels based on cognitive development theories and learning trajectories.
3 Relates NCTM principles and standards to the mathematics domain of the MoNE (2026) curriculum and compares research-based early mathematics programs according to set criteria.
4 Selects methods and techniques, types of play, learning centres and technological tools that support mathematical processes (problem solving, reasoning, communication, connections, representation) appropriately.
Yetkinlik 
5 Plans developmentally appropriate, play-based, differentiated mathematics activities related to MoNE (2026) learning outcomes, together with activity-specific materials.
6 Implements the planned mathematics activities through micro-teaching and improves them based on peer feedback.
7 Develops proposals for family involvement based on research findings on the role of the home environment and family involvement in mathematics learning.

 
Weekly Detailed Course Contents
WeekTopicsStudy MaterialsMaterials
1 Course introduction. Introduction to development in early childhood Weekly reading. Study questions: How do developmental principles explain two children of the same age being at different levels? Is it age or level that makes an activity appropriate for a child? Syllabus; lecture notes (Classroom)
2 Cognitive development theories and mathematics learning: Piaget, Vygotsky and Bruner Weekly reading. Study questions: Does a child who says "The row got longer, so there are more" in a number conservation task not know how to count? When do teacher hints become scaffolding? Lecture notes; optional: Clements & Sarama (2026), Ch. 1
3 What is early childhood mathematics and why is it important? The learning trajectories approach Weekly reading. Study questions: Is preschool mathematics teaching numerals or a way of thinking? How is the zone of proximal development related to the "next level" in a learning trajectory? Akıncı Coşgun et al. (2022), Ch. 1; [LT]² counting learning trajectory; optional: Clements & Sarama (2026), Ch. 1 and 14
4 Principles and standards, the mathematics domain of the MoNE (2026) programme and planning mathematics activities Weekly reading. Study questions: Why are rote counting and stating the number of objects separate sub-outcomes? Which question, "How many?" or "How did you find it?", reveals the child ` s thinking? MoNE (2026), pp. 25–32, 84–95, Appendices 1, 6, 7; NCTM (2000), executive summary; Akıncı Coşgun et al. (2022), Ch. 11 and 15
5 Mathematics education and play; mathematics in the home environment Weekly reading. Study questions: When does teacher participation support play and when does it disrupt it? Which number skills can a board game at home support? MoNE (2026), pp. 86–88 and 95–97; Akıncı Coşgun et al. (2022), Ch. 9; optional: Ch. 17
6 Basic mathematical skills: matching, comparing, classifying and ordering Weekly reading. Study questions: What is the relationship between one-to-one correspondence and counting? What is the relationship between seriation and ordinal numbers? Akıncı Coşgun et al. (2022), Ch. 2; MoNE (2026), MAB.1, MAB.4, MAB.10 and FAB.2; optional: Clements & Sarama (2026), Ch. 4
7 Patterns and early algebraic thinking Weekly reading. Study questions: Does a child who can extend a pattern also know its unit? Why is it important to represent the same pattern with colours, sounds and movements? Lecture notes; MoNE (2026), MAB.4; optional: Clements & Sarama (2026), Ch. 12
8 Midterm exam Review of weeks 1–7 Akıncı Coşgun et al. (2022); MoNE (2026)
9 Numbers and counting; development of the number concept Weekly reading. Study questions: Why might a child who can count by rote give a handful of objects when asked "Give me five"? Why is subitizing limited to small quantities? Akıncı Coşgun et al. (2022), Ch. 3 and 4; MoNE (2026), MAB.1; optional: Clements & Sarama (2026), Ch. 2 and 3
10 Symbols, operations and problem solving Weekly reading. Study questions: Why is a problem with an unknown starting quantity harder? How should a child ` s different solution strategy be received in class? Akıncı Coşgun et al. (2022), Ch. 3; MoNE (2026), MAB.5–MAB.10; optional: Clements & Sarama (2026), Ch. 5
11 Geometry, spatial thinking and position in space Weekly reading. Study questions: What does a child who says "This is not a triangle" about an inverted triangle rely on to recognize shapes? Which mathematical skills does a sequence of directional commands require? Akıncı Coşgun et al. (2022), Ch. 7 and 18; MoNE (2026), MAB.2, MAB.3, MAB.9, MAB.10 and Appendix 7; optional: Clements & Sarama (2026), Ch. 7–9
12 Measurement Weekly reading. Study questions: Why might children measuring with identical sticks get different results? Why is comparing an estimate with the measurement result important? Akıncı Coşgun et al. (2022), Ch. 6; MoNE (2026), MAB.4; optional: Clements & Sarama (2026), Ch. 10 and 11
13 Data analysis, graphs and probability Weekly reading. Study questions: In what order should real objects, pictures and symbols be used in graphing activities? What examples of "possible" and "impossible" events can children give? Akıncı Coşgun et al. (2022), Ch. 6; MoNE (2026), p. 26, MAB.11–MAB.13 and MAB.4; optional: Clements & Sarama (2026), Ch. 12
14 Mathematics programmes and integration: Building Blocks, Big Math for Little Kids, GEMS and STEM Weekly reading. Study questions: What makes a program "research-based"? How is the mathematical goal made visible in a STEM activity? Akıncı Coşgun et al. (2022), Ch. 19 and 14; optional: Ch. 8 and 16
15 Overall review Review of all topics Akıncı Coşgun et al. (2022); MoNE (2026)
16 Final exam Review of all topics Akıncı Coşgun et al. (2022); MoNE (2026)

 
Sustainable Development Goals
Contribution of Learning Outcomes to Programme Outcomes
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 P11 P12 P13 P14
All 5 5 5 5 5 3 4 3 5 5 3 4 2 2
In1 1 4 3 3 1 1
Sk2 5 3 5 2 4 3 3 2
Sk3 5 4 3 3
Sk4 3 5 3 3 5 2 4
Co5 4 4 2 5 3 2 2 5 2 2
Co6 3 3 5 5 2 5 2 4
Co7 1 1 2 2 3 5 2 2 2 1

  Contribution: 1: Very Slight 2:Slight 3:Moderate 4:Significant 5:Very Significant