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Okul Öncesi Öğretmenlerinin ve Öğretmen Adaylarının Matematiksel Gelişim İnancı ve Erken Çocukluk Matematik Pedagojik Alan Bilgisi

Year 2021, Volume: 10 Issue: 4, 1648 - 1671, 30.12.2021

Ahmet Sami Konca , Bilal Özçakır

https://doi.org/10.30703/cije.894044
Cited By: 1

Abstract

Erken çocukluk döneminde öğretilen matematiğin çocukların öğrenim hayatlarında önemli bir yer tuttuğu bilinmektedir. Okul öncesi öğretmenlerinin sahip olduğu bilgi ve beceriler ile duyuşsal özellikleri uyguladıkları eğitimin kalitesiyle doğrudan ilgilidir. Bu çalışmada okulöncesi dönemde görev alan öğretmenler ile öğretmen adaylarının okul öncesi dönem matematiğe ilişkin matematiksel gelişim inanç düzeyleri ve pedagojik alan bilgileri arasındaki ilişki incelenmiştir. Çalışmaya Kırşehir il merkezinde görev yapan 98 öğretmen ile Kırşehir Ahi Evran Üniversitesi’nde eğitim gören 74 öğretmen adayı katılmıştır. Çalışmanın verileri Matematiksel Gelişim İnancı (MGİ) ve Okulöncesi Matematik Eğitiminde Pedagojik Alan Bilgisi (OMPAB) ölçekleri ile toplanmıştır. Analiz sonuçlarına göre, öğretmenler ve öğretmen adayları arasında MGİ ve OMPAB düzeyleri arasında anlamlı bir farklılık bulunmamıştır. Ayrıca öğretmen adaylarının sınıf düzeylerinin MGİ ve OMPAB düzeylerine anlamlı bir etkisinin olmadığı belirlenmiştir. Ancak, öğretmenlerin mesleki deneyim sürelerinin OMPAB düzeyleri açısından bir farklılık oluşturmadığının belirlenmesine karşın MGİ düzeylerinde farklılıklara neden olduğu ve mesleki deneyim süresi daha fazla olan öğretmenlerin öğretilen matematiğe ilişkin MGİ düzeylerinin yüksek olduğu görülmüştür. Ek olarak, MGİ ve OMPAB’ın alt boyutlarına yönelik yapılan incelemelerde, şekiller ve uzamsal konulara yönelik pedagojik alan bilgisi yüksek olan öğretmen adaylarının öğretilen matematiğin yaşa olan uygunluğuna yönelik inançlarının yüksek olduğu belirlenmiştir. Öğretmenlerin görsel temsilleri doğal olarak bünyesinde barındıran şekiller ve uzamsal konular ile sıralama konularına ilişkin pedagojik alan bilgilerinin yükseldikçe erken çocukluk dönemindeki matematik öğretiminin yaşa uygunluğu konusundaki inançlarının yükseldiği tespit edilmiştir. Bu bulgular neticesinde öğretmen ve öğretmen adaylarının inanç ve pedagojik alan bilgilerini artırmak için profesyonel gelişimlerinin desteklenmesi önerilmektedir.

Keywords

okul öncesi matematik matematiksel gelişim inancı pedagojik alan bilgisi erken çocukluk dönemi matematik eğitimi

References

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  • Aslan, D. (2013). A comparison of pre- and in-service preschool teachers’ mathematical anxiety and beliefs about mathematics for young children. Academic Research International, 4(2), 225–230.
  • Benz, C. (2012). Attitudes of kindergarten educators about math. Journal Fur Mathematik-Didaktik, 33(2), 203–232. https://doi.org/10.1007/s13138-012-0037-7
  • Björklund, C. (2008). Toddlers’ Opportunities to Learn Mathematics. International Journal of Early Childhood 40 (1): 81–95. doi:10.1007/BF03168365.
  • Björklund, C., Magnusson, M., and Palmér, H. (2018). Teachers’ involvement in children’s mathematizing–beyond dichotomization between play and teaching. European Early Childhood Education Research Journal, 26(4), 469–480. https://doi.org/10.1080/1350293X.2018.1487162
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  • Dağlı, H., Dağlıoğlu, H. E., and Atalmış, E. H. (2019). Development of a preschool teachers’ pedagogical content knowledge scale regarding mathematics. International Journal of Assessment Tools in Education, 6(4), 617–635. https://doi.org/10.21449/ijate.593636
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  • Karakuş, H., Akman, B., and Ergene, Ö. (2018). The Turkish adaptation study of the mathematical development beliefs scale. Pegem Eğitim ve Öğretim Dergisi, 8(2), 211–228. https://doi.org/10.14527/pegegog.2018.009
  • Karakuş, H., Firat, Z. S., Akman, B., and Dinçer, Ç. (2019). The comparison of preschool teacher and teacher candidates’ beliefs regarding mathematical development. Elementary Education Online, 18(4), 1652–1670. https://doi.org/10.17051/ilkonline.2019.632871
  • Karasar, N. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Nobel Yayınları.
  • Kim, H., and Connelly, J. (2019). Early childhood preservice teachers’ mathematics teaching efficacy: Effects of passion and teacher efficacy. Asia-Pacific Journal of Research in Early Childhood Education, 13(1), 1–21. https://doi.org/10.17206/apjrece.2019.13.1.1
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  • Korkmaz, H. İ. ve Şahin, Ö. (2019). Okul Öncesi Öğretmen Adaylarının Köşeli Şekillere İlişkin Alan Bilgilerinin İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 13(2), 588–619. https://doi.org/10.17522/balikesirnef.512595
  • Lee, J. S., and Ginsburg, H. P. (2007). What is appropriate mathematics education for four-year-olds? Pre-kindergarten teachers’ beliefs. Journal of Early Childhood Research, 5(1), 2–31. https://doi.org/10.1177/1476718X07072149
  • Liljedahl, P. (2005, May). Changing beliefs, changing intentions of practices: the re-education of preservice teachers of mathematics. 15th Study of the International Commission on Mathematics Instruction, Aguas de Lindoia, Brazil.
  • MacDonald, A., and Murphy, S. (2019). Mathematics education for children under four years of age: A systematic review of the literature. Early Years, 1-18.
  • McMullen, M. B. (1997). The Effects of Early Childhood Academic and Professional Experience on Self Perceptions and Beliefs about Developmentally Appropriate Practices. Journal of Early Childhood Teacher Education, 18(3), 55–68. https://doi.org/10.1080/1090102970180307
  • Milli Eğitim Bakanlığı. (2013). Okul Öncesi Eğitim Programı. Ankara: Milli Eğitim Basımevi. http://www.onceokuloncesi.com/okuloncesi_egitimprogrami.pdf tarihinden 15 Ağustos 2015 tarihinde edinilmiştir.
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  • Oppermann, E., Anders, Y., and Hachfeld, A. (2016). The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. Teaching and Teacher Education, 58, 174–184. https://doi.org/10.1016/j.tate.2016.05.004
  • Orçan Kaçan, M., ve Halmatov, M. (2017). Türkiye’de Uygulanan Okul Öncesi Eğitim Matematik : Planlama ve Uygulama. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 42, 149–161.
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Pre-service and Inservice Preschool Teachers’ Mathematical Development Belief and Pedagogical Content Knowledge in Early Mathematics

Year 2021, Volume: 10 Issue: 4, 1648 - 1671, 30.12.2021

Ahmet Sami Konca , Bilal Özçakır

https://doi.org/10.30703/cije.894044
Cited By: 1

Abstract

Mathematical contents in early childhood have important places in children's future educational life. As with every educational level in the preschool period, the quality of education is directly related to the knowledge and skills of teachers and their affective characteristics. In this study, it was aimed to investigate relationships and differences in mathematical development beliefs and pedagogical content knowledge for preschool mathematics between preschool in-service and preservice teachers. In this study, 98 in service teachers from Kırşehir and 74 preservice teachers studying at Kırşehir Ahi Evran University participated. The data were collected through the Mathematical Development Belief (MDB) scale and Pedagogical Content Knowledge in Preschool Mathematics Education (PCKPM) scale. According to the results of the data, teachers, and preservice teachers were not significantly different in terms of their MDB and PCKPM levels. Similarly, it has been determined that the MDB and PCKPM levels of preservice teachers did not statistically differ in terms of their grade levels. However, although it was stated that the duration of professional experience of teachers did not make a difference in terms of PCKPM levels of teachers, it was observed that it caused differences in MDB levels and that teachers with longer professional experience had higher MDB levels in mathematics. In addition, analysis conducted on the sub-dimensions of MDB and PCKPM, it was determined that the preservice teachers who had higher pedagogical content knowledge on shapes and spatial subjects also tend to have higher beliefs about the suitability of the mathematics taught to age. On the other hand, it was found that teachers' beliefs about the suitability of the mathematics taught to age increased as their pedagogical content knowledge on not only the shapes and spatial subjects but also ranking subjects increased. Therefore, it is suggested that in-service and preservice teachers should be supported for their professional development on early mathematics education.

Keywords

Preschool mathematics mathematical development belief pedagogical content knowledge early childhood mathematics education

References

  • Aksu, Z., and Kul, Ü. (2017). Turkish adaptation of the survey of pedagogical content knowledge in early childhood mathematics education. International Journal of Eurasia Social Sciences, 8(30), 1832–1848.
  • Alpar, R. (2003). Uygulamalı çok değişkenli istatistiksel yöntemlere giriş 1. Ankara: Nobel Yayınları.
  • Argın, Y., and Dağlıoğlu, H. E. (2020). An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution. Elementary Education Online, 19(4), 1948–1962. https://doi.org/10.17051/ilkonline.2020.762762
  • Aslan, D. (2013). A comparison of pre- and in-service preschool teachers’ mathematical anxiety and beliefs about mathematics for young children. Academic Research International, 4(2), 225–230.
  • Benz, C. (2012). Attitudes of kindergarten educators about math. Journal Fur Mathematik-Didaktik, 33(2), 203–232. https://doi.org/10.1007/s13138-012-0037-7
  • Björklund, C. (2008). Toddlers’ Opportunities to Learn Mathematics. International Journal of Early Childhood 40 (1): 81–95. doi:10.1007/BF03168365.
  • Björklund, C., Magnusson, M., and Palmér, H. (2018). Teachers’ involvement in children’s mathematizing–beyond dichotomization between play and teaching. European Early Childhood Education Research Journal, 26(4), 469–480. https://doi.org/10.1080/1350293X.2018.1487162
  • Çelik, M. (2017). Okulöncesi öğretmenlerinin erken matematik eğitimine ilişkin tutumları. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 18, 58–58.
  • Dağlı, H., Dağlıoğlu, H. E., and Atalmış, E. H. (2019). Development of a preschool teachers’ pedagogical content knowledge scale regarding mathematics. International Journal of Assessment Tools in Education, 6(4), 617–635. https://doi.org/10.21449/ijate.593636
  • Dockett, S., and Perry, B. (2010). What makes mathematics play? MERGA 33: Shaping the future of Mathematics Education (s. 715-718) içinde. Fremantle: Mathematics Education Research Group of Australasia.
  • Duncan, G. J., and Magnuson, K. (2011). The Nature and impact of early achievement skills, attention skills, and behavior problems. İçinde G. J. Duncan & J. M. Richard (Eds.), Whither Opportunity: Rising Inequality, Schools, and Children’s Life Chances (s. 47–69). Russell Sage.
  • Figueiredo, M. P., Gomes, H., and Rodrigues, C. (2018). Mathematical pedagogical content knowledge in Early Childhood Education: tales from the ‘great unknown’ in teacher education in Portugal. European Early Childhood Education Research Journal, 26(4), 535–546. https://doi.org/10.1080/1350293X.2018.1487164
  • Ginsburg, H. P., Lee, J. S., and Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report Giving Child and Youth Development Knowledge Away, 22(1).
  • Ginsburg, H. P., and Golbeck, S. L. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. https://doi.org/10.1016/j.ecresq.2004.01.013
  • Gresham, G., and Burleigh, C. (2019). Exploring early childhood preservice teachers’ mathematics anxiety and mathematics efficacy beliefs. Teaching Education, 30(2), 217-241.
  • Gündoğan, N. ve Aslan, D. (2020). Okul öncesi öğretmenlerinin matematiksel gelişim bilgileri, matematiğe yönelik kaygıları ve inançları ile çocukların erken matematik yetenekleri arasındaki ilişki. Bolu Abant İzzet Baysal Üniversitesi eğitim Fakültesi Dergisi, 20(2), 1038-1052.
  • Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., and Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511. https://doi.org/10.1080/07370000802177235
  • Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353–383. Hong, H., and Chung, C. (2013). A structural analysis on kindergarten teacher’s mathematics teaching efficacy and its related variables. Journal of Early Childhood Education, 33(1), 115–133.
  • Im, H., and Choi, J. (2020). Latent profiles of korean preschool teachers’ three facets of pedagogical content knowledge in early mathematics. Asia-Pacific Journal of Research in Early Childhood Education, 14(2), 1–26. https://doi.org/10.17206/apjrece.2020.14.2.1
  • Karakuş, H. ve Akman, B. (2017). Okul öncesi öğretmenlerinin matematiksel gelişime ilişkin inançları ile çocukların matematik kavram kazanımları arasındaki ilişkinin incelenmesi. İçinde Ö. Demirel & S. Dinçer (Eds.), Küreselleşen Dünyada Eğitim. Pegem İndeks.
  • Karakuş, H., Akman, B., and Ergene, Ö. (2018). The Turkish adaptation study of the mathematical development beliefs scale. Pegem Eğitim ve Öğretim Dergisi, 8(2), 211–228. https://doi.org/10.14527/pegegog.2018.009
  • Karakuş, H., Firat, Z. S., Akman, B., and Dinçer, Ç. (2019). The comparison of preschool teacher and teacher candidates’ beliefs regarding mathematical development. Elementary Education Online, 18(4), 1652–1670. https://doi.org/10.17051/ilkonline.2019.632871
  • Karasar, N. (2011). Bilimsel Araştırma Yöntemleri. Ankara: Nobel Yayınları.
  • Kim, H., and Connelly, J. (2019). Early childhood preservice teachers’ mathematics teaching efficacy: Effects of passion and teacher efficacy. Asia-Pacific Journal of Research in Early Childhood Education, 13(1), 1–21. https://doi.org/10.17206/apjrece.2019.13.1.1
  • Klein, A., Starkey, P., Deflorio, L., and Brown, E. T. (2011). Scaling Up an Effective Pre-K Mathematics Intervention: Mediators and Child Outcomes. Society for Research on Educational Effectiveness 2011 conference, Washington, DC. 8-11 September.
  • Korkmaz, H. İ. ve Şahin, Ö. (2019). Okul Öncesi Öğretmen Adaylarının Köşeli Şekillere İlişkin Alan Bilgilerinin İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 13(2), 588–619. https://doi.org/10.17522/balikesirnef.512595
  • Lee, J. S., and Ginsburg, H. P. (2007). What is appropriate mathematics education for four-year-olds? Pre-kindergarten teachers’ beliefs. Journal of Early Childhood Research, 5(1), 2–31. https://doi.org/10.1177/1476718X07072149
  • Liljedahl, P. (2005, May). Changing beliefs, changing intentions of practices: the re-education of preservice teachers of mathematics. 15th Study of the International Commission on Mathematics Instruction, Aguas de Lindoia, Brazil.
  • MacDonald, A., and Murphy, S. (2019). Mathematics education for children under four years of age: A systematic review of the literature. Early Years, 1-18.
  • McMullen, M. B. (1997). The Effects of Early Childhood Academic and Professional Experience on Self Perceptions and Beliefs about Developmentally Appropriate Practices. Journal of Early Childhood Teacher Education, 18(3), 55–68. https://doi.org/10.1080/1090102970180307
  • Milli Eğitim Bakanlığı. (2013). Okul Öncesi Eğitim Programı. Ankara: Milli Eğitim Basımevi. http://www.onceokuloncesi.com/okuloncesi_egitimprogrami.pdf tarihinden 15 Ağustos 2015 tarihinde edinilmiştir.
  • Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., and Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36, 550–560. https://doi.org/10.1016/j.ecresq.2016.02.003
  • Oppermann, E., Anders, Y., and Hachfeld, A. (2016). The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. Teaching and Teacher Education, 58, 174–184. https://doi.org/10.1016/j.tate.2016.05.004
  • Orçan Kaçan, M., ve Halmatov, M. (2017). Türkiye’de Uygulanan Okul Öncesi Eğitim Matematik : Planlama ve Uygulama. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 42, 149–161.
  • Öçal, T. (2021). ‘I remembered this mathematics course because…’: how unforgettable mathematics experiences of pre-service early childhood teachers are related to their beliefs. International Journal of Mathematical Education in Science and Technology, 52(2), 282-298.
  • Öçal, T., Öçal, M., and Şimşek, M. (2015). Investigating Mathematical Elements in Story Books Appropriate for Pre-Schoolers. Current Research in Education, 1(2), 58-69.
  • Pajares, M. F. (1992). Teachers ’ beliefs and educational research : cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. http://www.jstor.org/stable/1170741
  • Parpucu, N. ve Erdoğan, S. (2017). Okul öncesi öğretmenlerinin sınıf uygulamalarında matematik dilini kullanma sıklıkları ile pedagojik matematik içerik bilgileri arasındaki ilişki. Erken Çocukluk Çalışmaları Dergisi, 1(1), 19. https://doi.org/10.24130/eccd-jecs.19672017118
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  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550–576. https://doi.org/10.2307/749691
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Details

Primary Language Turkish
Journal Section Research Article
Authors

Ahmet Sami Konca 0000-0002-6423-6608

Bilal Özçakır 0000-0003-2852-1791

Publication Date December 30, 2021
Published in Issue Year 2021Volume: 10 Issue: 4

Cite

APA Konca, A. S., & Özçakır, B. (2021). Okul Öncesi Öğretmenlerinin ve Öğretmen Adaylarının Matematiksel Gelişim İnancı ve Erken Çocukluk Matematik Pedagojik Alan Bilgisi. Cumhuriyet Uluslararası Eğitim Dergisi, 10(4), 1648-1671. https://doi.org/10.30703/cije.894044

Cited By

Erken Matematik İnanç ve Güven Ölçeğinin Türkçe ’ye Uyarlanma Çalışması
Erzincan Üniversitesi Eğitim Fakültesi Dergisi
https://doi.org/10.17556/erziefd.1266910
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