In the PECE 204-Early Childhood Math Education course, future preschool teachers designed innovative math activities using augmented reality (AR), virtual reality (VR), and 3D design technologies to teach early math!
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As part of the PECE 204 – Mathematics Education in Early Childhood course offered in the Department of Early Childhood Education at TED University Faculty of Education, preservice teachers engaged in an innovative learning experience during the Spring 2026 semester by integrating Augmented Reality (AR), Virtual Reality (VR), and 3D design technologies into early mathematics education.
Within the course led by Dr. Fatma Yalçın, preservice teachers designed original learning experiences that targeted early mathematical concepts, such as geometry, patterns, measurement, and data analysis, using the Delightex Edu platform. Throughout the process, students acted not only as users of educational technologies but also as designers of learning environments, creating their own AR and VR-supported educational content.
The course was structured following a design-based learning approach. Preservice teachers first identified mathematical learning goals and developed their instructional activities. They then revised their designs through iterative feedback cycles involving the course instructor, teaching assistant, and peers. Following micro-teaching sessions and subsequent revisions, the designed activities were implemented with preschool children in authentic learning environments.
In addition to AR and VR-supported activities, students designed three-dimensional learning materials to support early mathematics learning. These materials were refined through multiple rounds of feedback and produced using 3D printing technologies. Through this process, preservice teachers had the opportunity to develop not only technological competencies but also pedagogical design skills, creativity, problem-solving abilities, and instructional decision-making capacities.
The activities conducted within PECE 204 provided valuable opportunities for preservice teachers to use technology as a pedagogical tool rather than an end in itself, while also generating innovative examples of integrating emerging technologies into early childhood mathematics education.
