Inquiry-based mathematics activities to improve children's geometric and spatial thinking skills

This study aimed to investigate the impact of inquiry-based indoor and outdoor mathematics activities on pre-school children's geometric and spatial thinking skills. Thirty-two children between 48 and 66 months old participated in the study. The study employed as a quasi-experimental research model and employed Non-equivalent Control Group Design. The design included one control group and two experimental groups. The control group continued regular curriculum activities while Experimental Group 1 was exposed to inquiry-based mathematics activities in the classroom, and Experimental Group 2 engaged in the same activities but outdoors, along with the regular curriculum activities. The Geometric and Spatial Thinking Skills Test was used as a data collection tool. According to the results of the study, inquiry-based mathematics activities contribute to preschoolers' geometric and spatial thinking skills. The impact of inquiry-based mathematics activities on experimental groups were similar to each other. Some recommendations for further studies and implementations were made following the results of this study. ; Ege University Planning and Monitoring Coordination of Organizational Development and Directorate of Library and Documentation ; This study represents an element of the first author's doctoral dissertation entitled The Effects of Inquiry-Based Activities Implemented in Natural Outdoors on Children's Geometric and Spatial Thinking Skills. We are also grateful to Ege University Planning and Monitoring Coordination of Organizational Development and Directorate of Library and Documentation for their support.