The present study was conducted to investigate the effect of coding activities on children’s mathematical reasoning skills. In the study, the pre-test – post-test control group quasi-experimental design was used. The participants of the study consisted of 29 children (17 in experiment group and 12 in control group) aged between 57 – 68 months attending a public kindergarten in Adana, Turkey. Coding Education Program prepared by the researchers was administered to the children in the experiment group while the children in the control group received the regular program. Evaluation Instrument for the Early Mathematical Reasoning Skills was administered to children both in the experimental and control group as pre-test and post-test. Data was collected by individual interviews conducted with the children. Results of the study showed that there is no significant difference between experimental and control group in the pre-test, whereas a significant difference in favor of the experimental group was observed in the post-test. Therefore, it was determined that the coding activities have a significant effect on mathematical reasoning skills of children.

本研究旨在调查编码活动对儿童数学推理能力的影响。本研究采用前测-后测对照组准实验设计。该研究的参与者包括 29 名儿童（实验组 17 名，对照组 12 名），年龄在 57 至 68 个月之间，就读于土耳其阿达纳的一所公立幼儿园。研究人员编写的编程教育计划对实验组的孩子进行，而对照组的孩子接受常规计划。对实验组和对照组的儿童进行了早期数学推理能力评估工具的前测和后测。数据是通过对儿童进行的个人访谈收集的。研究结果表明，在前测中实验组和对照组之间没有显着差异，而在后测中观察到有利于实验组的显着差异。因此，确定编码活动对儿童的数学推理能力有显着影响。