Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.53, sa.244, ss.2149-2174, 2024 (Scopus)
Studies on math skills in early childhood special education help students with special needs participate in everyday life. They are also crucial for figuring out and expanding the services that can be given to children during this time. It is known that especially number concepts and counting skills are prerequisite skills for other mathematical skills. The aim of this study is to make a comprehensive descriptive analysis of the research carried out on teaching number concepts or counting skills to children with special needs or at risk in early childhood in terms of participants, methods, and results. For this purpose, various databases were searched with the determined keywords, and a total of 186 studies were reached. By following the systematic steps determined in the screening process, 62 articles were examined. In the end, a total of 15 studies obtained in line with the inclusion and exclusion criteria were analyzed within the scope of the research. It was determined that six of the included studies were single-subject, and nine of them were designed with experimental studies. The results of the studies show that children with special needs and those at risk in early childhood can learn the skills taught within the scope of number concepts or counting skills. It is seen that the studies carried out in this subject area are limited in number. The results of this study show that early childhood special education studies should include more than one way to look at math skills.