摘要：The aim of this study is to reveal the mental images that preschool teachers have regarding the concept of “mathematics”. This study was conducted on 52 preschool teachers working in the center of the province of Tokat which were reached with convenience sampling method. Preschool teachers enrolled in the study group were given a form with the expression “Mathematics are like/similar ……… Because………” and these forms filled in by the preschool teachers were used to collect data as “documents” in the study. The data obtained in the study was analyzed by content analysis method. It was found that the preschool teachers have mental images such as rubrik’s cube(6), calculator(2), sand(2), lego(2), fruit(2), pomegranate(2), number(2), infinity symbol(2), jigsax puzzle(2) as well as abacus, dominoes, world, Swiss army knife, a locked box, labyrinth, tangerine, table, magnet, wooden stick and tangram, regarding the concept of “mathematics”. Evaluating these mental images basing on their categories, it was seen that theachers explained mathematics in categories with “mathematics as a unique system”, “mathematics as a multidimensional process”, “mathematics as a field that can be thought by concreting”, “mathematics as a complex field”, “mathematics as an existing field in the life”, “mathematics as a structure containing infinity” and “mathematics as a field to be taught by endearing”. It is considered highly important to increase the knowledge, skills, experiences, and awareness of preschool teachers on the concept of “mathematics”.
