摘要：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 of the 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.
