The ımpact of reading mathematical stories on young children’s mathematical skills

The aim of this study is to determine the effect of reading illustrated storybooks designed to emphasize mathematical concepts on the mathematical skills of young children aged 48–72 months, with a particular focus on number and operation knowledge. Using an experimental pretest–posttest control group design, a total of 64 children from four different preschool classes participated in the study. Participants from each class were randomly assigned to either the treatment or the control group before the intervention, and their baseline mathematics scores were assessed using the TEMA-3 test. No additional mathematics activities or instructional supports were implemented during the intervention period beyond regular classroom practices. For eight weeks, storybooks were read to both groups twice a week. While the experimental group was read storybooks focusing on mathematical concepts, the control group was read storybooks commonly used in preschools that focus on social skills and everyday social situations. The results showed that at the end of the eight weeks, the mathematical development of the treatment group was statistically significantly higher than that of the control group. The effect size (η2 = .072) indicated a small-to-moderate effect, suggesting that approximately 7.2% of the variance in mathematical outcomes could be attributed to the intervention.