Abstract
The aim of this study is to examine the effect of the manipulative materials on the early mathematical skills of the preschool children. The research is a quantitative study in experimental design. The study group of the research was composed of 45 children, 22 experimental group and 23 control group, who are 60-72-month and attending the preschool education in the 2015-2016 educational year. The Demographic Information Form and the Test of Early Mathematics Ability-Third Edition (TEMA-3) were used as the data collection tool. For the children in the experimental group, a learning environment was established outside the classroom environment and the children interacted with the manipulative mathematical materials for six weeks. As a result of the analyses performed, a statistically significant difference was found between the pretest-posttest average scores of the children in the experimental group in favor of the posttest; a statistically significant difference was found between the posttest average scores of the children in the experimental and control group in favor of the experimental group. According to this result, it was determined that the manipulative mathematical materials had positive effects on the early mathematical skills of preschool children
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