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The aim of this study is to examine the impact of game-based mathematical activities on the development of preschool children's mathematical skills. A total of 54 children, aged between 60-72 months, participated in the research, with 26 in the experimental group and 28 in the control group, using a semi-experimental model with a pre-test post-test control group design. The children in the experimental group designed their own mathematical games with the guidance and support of their parents. Subsequently, they introduced these games to their classmates and played them together in their classrooms. Data were collected through the Revised Early Numeracy Test and focus group interviews. The findings have shown that the intervention significantly improved the children's mathematical skills. The initial score difference in mathematical skills favoring the control group was closed after the intervention. In addition, a significant increase with a big effect size in mathematical skill scores was observed in the experimental group children. It was also revealed that children in the experimental group enjoyed the mathematical activities and expressed their willingness to participate again. The findings were discussed, taking into account the role of game-based mathematical activities and parental support in the development of early math skills.
Çelikdemir et al. (Fri,) studied this question.