Recoqnisying and validating the components of the desired program of mathematical education in pre-primary school and analyzing the content of the relevant books .

The present study was content analysis research. For this purpose, the goals, principles, teaching methods and assessment of the program were explained according to the documents and curriculum of the leading countries in this field. Then, through qualitative content analysis, eleven educational concepts (categories) needed to be taught in pre-primary education were identified. To validate the program, 15 specialists were selected through a purposeful sampling method, and the program was assigned to them. The adequacy of the goals, principles, teaching methods and assessment of the program was approved by the experts, but regarding content, two categories were eliminated by experts, and its Content Validity index was 0.83, and its reliability was 0.91. Finally, by examining preschool Math books, and by quantitative content analysis, the concepts that are currently taught were identified. The results of study Pre-primary math education content showed that Concepts of conservation of numbers and Conservation of length are not present in any of these books. After that, logical classification, patterning and logical sequences, recognition in the absence of pattern and simple symmetry have the least frequency. Moreover, results of the content analysis showed, the teaching method in the books has been performed only through showing a shape for each concept and asking the child to follow the instructions.