Preservice Preschool Teachers’ Mathematics Activity Plans and Their Views on the Planning Process

Abstract

This study examines the consistency between preservice preschool teachers’ views on planning mathematics activities and the activity plans they prepare. The study was conducted with 42 preservice teachers enrolled in a preschool education program at a public university in the Western Mediterranean region of Türkiye. Data were collected through semi-structured interviews and an examination of the participants' mathematics activity plans. The findings show that preservice teachers generally found the planning process enjoyable and instructive, though they experienced difficulties at certain stages. An analysis of the activity plans revealed that they frequently incorporated concrete materials, hands-on learning, and child-centered approaches. However, the range of mathematical content was limited, and the assessment components of the plans were not sufficiently elaborated. These findings suggest that teacher education programs should provide more opportunities for practice-based learning and offer stronger guidance, particularly in developing assessment processes within mathematics activity planning.