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Interview responses were recorded and transcribed for qualitative analysis. Reported planning challenges include perceived difficulty of mathematics, limited professional experience, weak knowledge of individual children, adaptation issues, and insufficient budgets and resources. Implementation challenges include children’s mobility and distraction, varied readiness and learning pace, special needs concentration, and lack of assistant staff, alongside out-of-class distraction and safety concerns, limited auxiliary personnel, and inadequate physical conditions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/difficulties-of-early-childhood-education-teachers-in-mathematics-activities/588789/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/difficulties-of-early-childhood-education-teachers-in-mathematics-activities/588789.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the study designed to identify?","Question",{"text":112,"@type":113},"It aimed to determine difficulties early childhood education teachers experience in planning, implementing, and evaluating in-class and out-of-class mathematics activities, as well as family participation in these activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers’ views collected and analyzed?",{"text":117,"@type":113},"Teachers’ answers to interview-form questions were recorded with a voice recorder and transcribed into written form by the researcher for qualitative examination.",{"name":119,"@type":110,"acceptedAnswer":120},"What difficulties did teachers report in planning mathematics activities?",{"text":121,"@type":113},"They cited challenges such as the perceived difficulty of mathematics, lack of professional experience, difficulty knowing children well, adaptation problems, and insufficient budget and resources.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588789,1792210749,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","DIFFICULTIES OF EARLY CHILDHOOD EDUCATION TEACHERS' IN MATHEMATICS ACTIVITIES  \nYıldız Güven, Feride Gök Çolak  \nAbstract: In this study, it was aimed to identify the difficulties experienced by early childhood education teachers in planning, implementation and evaluation processes of in-class and out-ofclass mathematics activities and parent involvement in such activities. The answers ofthe teachers to the questions on the interview form were recorded via a voice recorder and transcribed into written form by the researcher. In the direction of the findings, those who think that they have some difficulty in planning the in-class mathematics activities showed the causes as the idea of difficulty of mathematics, the lack of professional experience, failure to know the child well, the difficulties in adaptation, the lack of budget and resources. The difficulties in implementing inclass math activities were indicated as children's mobility, distraction, having different levels of readiness and learning at different speed, having a multitude of children with special needs in the class and the lack of assistant staff. The reasons like children’s inability to write numbers, difficulties in counting on fingers, identifying numbers, subtracting, etc. were also reported as difficulties. Teachers mentioned the difficulties in planning out-of-class math activities, such as quick distraction of children's attention, transportation problems, noisy places, physical conditions, the absence of independent garden. The difficulties experienced in the implication process of outof-class math activities were distraction, safety of children, absence of auxiliary personnel, and inadequacies in physical conditions.  \nKey words: early childhood education, early childhood mathematics education, mathematical difficulties, qualitative research.  \n1. Introduction  \nIn recent researches, the idea of how early mathematical thinking development occurs has significantly changed (Sarama and Clements, 2009; Starkey, Klein and Wakeley, 2004; Wilson and Cooney, 2002) . When the development of mathematical thinking from past to the present is examined, it seems that there are different opinions. For instance; traditional learning theorists argue that the development of mathematical knowledge of children only begins with formal education however, Piaget (1952) argued that children should be guided for the development of mathematical knowledge prior to formal education. For years, children have been afraid of mathematics because they faced with developmentally inappropriate teaching experiences. Nowadays, it has been emphasized that how children acquire and develop mathematical knowledge is more important in education and the importance of providing rich mathematical activities is mentioned (Balfanz,2004) .  \nResearchers suggest that early mathematical achievement of children constitutes an infrastructure for their academic success in the future ([Duncan et.al. 2007](Duncan et.al. 2007) ; Watts, Duncan, Clements and Sarama, 2017). In addition, researchers emphasize that the mathematical concepts presented to children in preschool period have a critical role in the more complex concepts they will learn in the future (Van Luit ve Schopman,2000) . The quality of pre-school mathematics education, including support for education and motivation, directly affects children's learning experiences and mathematical achievements (Sarama ve Clements, 2004) .  \nThere are many factors that need to be carefully considered for the quality development of basic mathematical skills in the pre-school period for children. The most important of these factors is the teacher. According to Einarsdottir (2003), teachers' ideas and beliefs significantly influence their teaching. The determinant of the quality of mathematics teaching is hidden in teacher development,  \nbecause teacher development is defined as an important part of successful school reform (Dossey, 2007; Remillard and Bryans, 200","cbCaia3UiSh1Cvat","https://ap.wps.com/l/cbCaia3UiSh1Cvat","pdf",619281,18,"English","# Introduction\n# Method\n## Participants of the Study","[{\"question\":\"What was the study designed to identify?\",\"answer\":\"It aimed to determine difficulties early childhood education teachers experience in planning, implementing, and evaluating in-class and out-of-class mathematics activities, as well as family participation in these activities.\"},{\"question\":\"How were teachers’ views collected and analyzed?\",\"answer\":\"Teachers’ answers to interview-form questions were recorded with a voice recorder and transcribed into written form by the researcher for qualitative examination.\"},{\"question\":\"What difficulties did teachers report in planning mathematics activities?\",\"answer\":\"They cited challenges such as the perceived difficulty of mathematics, lack of professional experience, difficulty knowing children well, adaptation problems, and insufficient budget and resources.\"}]","DIFFICULTIES OF EARLY CHILDHOOD EDUCATION TEACHERS' IN MATHEMATICS ACTIVITIES | PDF",1792065937,45]