Araştırma Makalesi
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MEB Okul Öncesi Etkinlik Kitabındaki Matematik Etkinliklerinin NCTM Standartları Açısından İncelenmesi

Yıl 2024, Cilt: 13 Sayı: 4, 758 - 772, 31.12.2024

Melda Kılıç , Türker Sezer

https://doi.org/10.30703/cije.1281526

Öz

Bu çalışmada, Millî Eğitim Bakanlığı (MEB) Temel Eğitim Genel Müdürlüğü tarafından 2019 yılında yayımlanmış Okul Öncesi Eğitim Etkinlik Kitabı’ndaki matematik etkinliklerinin Ulusal Matematik Öğretmenleri Konseyi’nin (National Council of Mathematics Teachers- NCTM) 2000 yılında yayımladığı rapor esas alınarak matematik eğitimi içerik standartları açısından incelenmesi amaçlanmıştır. Nitel araştırma yönteminden yararlanılan bu çalışmada, veriler doküman incelemesi yöntemiyle elde edilmiştir. Etkinlik kitabında yer alan 341 etkinlikten 76’sının matematik etkinliği olduğu belirlenmiş ve bu etkinlikler araştırma kapsamına dahil edilmiştir. Veriler, betimsel analiz yönteminden yararlanılarak analiz edilmiştir. Analiz sonucunda, kitaptaki matematik etkinliklerinin büyük çoğunluğunun NCTM içerik standartlarını karşıladığı belirlenmiştir. Ayrıca kitapta yer alan matematik etkinliklerinin çoktan aza doğru sırayla sayı, geometri, veri analizi ve olasılık, cebir, işlem, ve ölçme boyutuna yönelik hazırlanmış olduğu tespit edilmiştir. Araştırmada ulaşılan sonuçlardan yola çıkarak, okul öncesi öğretmenlerinin matematik etkinliklerini uygulamasının matematik becerilerini desteklemekte faydalı olacağı, bununla birlikte kitapta sayıca daha az yer alan cebir, işlem ve ölçme alanlarında etkinlikler planlayarak eğitim sürecine entegre etmelerinin gerekli olduğu düşünülmektedir.

Anahtar Kelimeler

Okul öncesi etkinlik kitabı NCTM okul öncesi eğitim matematik etkinlikleri erken matematik eğitimi

Destekleyen Kurum

Herhangi bir kurum tarafından desteklenmiş bir araştırma değildir.

Proje Numarası

Proje kapsamında gerçekleştirilmiş bir araştırma değildir.

Kaynakça

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Investigation of the mathematics activities in the Ministry of National Education (MoNE) Preschool Activity Book in terms of NCTM standards

Yıl 2024, Cilt: 13 Sayı: 4, 758 - 772, 31.12.2024

Melda Kılıç , Türker Sezer

https://doi.org/10.30703/cije.1281526

Öz

In this study, the mathematics activities in the Preschool Education Activity Book published by the Ministry of National Education (MoNE) General Directorate of Basic Education in 2019 were examined in terms of mathematics education content standards based on the report published by the National Council of Mathematics Teachers (NCTM) in 2000. Utilizing a qualitative research method, data were obtained by document analysis. A total of 76 of the 341 activities in the activity book were identified as mathematics activities and included in the study. Descriptive analysis was employed to analyze the data. The results indicated that the majority of the mathematics activities in the book met the NCTM content standards. Moreover, the mathematics activities in the book were found to be arranged in order from most to least in terms of their focus on numbers, geometry, data analysis and probability, algebra, operations, and measurement dimensions. The results of the study indicate that preschool teachers' implementation of mathematics activities may be beneficial in supporting mathematical skills. However, it is crucial for them to plan activities in the fields of algebra, operations, and measurement, which are less prevalent in the book, and integrate them into the education process.

Anahtar Kelimeler

Preschool education activity book NCTM preschool education math activities early math education

Proje Numarası

Proje kapsamında gerçekleştirilmiş bir araştırma değildir.

Kaynakça

  • Alat, Z. (2019). Kuramın uygulamayla buluşamadığı yer: Erken çocuklukta matematik eğitimi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 9(1), 1-20. http://dx.doi.org/10.17984/adyuebd.363791
  • Anders, Y., Grosse, C., Rossbach, H. G., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24(2), 195-211. https://doi.org/10.1080/09243453.2012.749794
  • 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.
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  • HodnikČadež, T., & Škrbec, M. (2011). Understanding the concepts in probability of pre-school and early school children. Eurasia Journal of Mathematics, Science & Technology Education, 7(4), 263-279. https://doi.org/10.12973/ejmste/75203
  • Howell, S. C., & Kemp, C. R. (2010). Assessing preschool number sense: Skills demonstrated by children prior to school entry. Educational Psychology, 30(4), 411-429. https://doi.org/10.1080/01443411003695410
  • Kaçan, M. O., & Halmatov, M. (2017). Türkiye’de uygulanan okul öncesi eğitim programında matematik: Planlama ve uygulama. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 42(42), 149-161. https://dergipark.org.tr/en/download/article-file/399717
  • Kandır, A., Can Yaşar, M., Yazıcı, E., Türkoğlu, D. & Yaman Baydar, I. (2016). Erken çocukluk eğitiminde matematik. Morpa.
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  • Kilday, C. R., & Kinzie, M. B. (2009). An analysis of instruments that measure the quality of mathematics teaching in early childhood. Early Childhood Education Jorunal, 36, 365-372. https://dx.doi.org/10.1007/s10643-008-0286-8
  • Kinnear, V. A. (2013). Young children's statistical reasoning: A tale of two contexts, [Yayımlanmamış doktora tezi]. Queensland University of Technology.
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  • Krajewski, K., & Schneider, W. (2009). Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513–526. https://doi.org/10.1016/j.learninstruc.2008.10.002
  • Kurtulmuş, Z. & Şamlı, H.Ö. (2023). Assessment of mathematics activity plans of preschool teachers. e-Kafkas Journal of Educational Research, 10, 37-51. https://doi.org/10.30900/kafkasegt.1214458
  • Lee, J. (2010). Exploring kindergarten teachers’ pedagogical content knowledge of mathematics. International Journal of Early Childhood, 42(1), 27-41. https://doi.org/10.1007/s13158-010-0003-9
  • Lee, J. S., & 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
  • Lee, J. S., & Ginsburg, H. P. (2009). Early childhood teachers' misconceptions about mathematics education for young children in the United States. Australasian Journal of Early Childhood, 34(4), 37-45. https://doi.org/10.1177/183693910903400406
  • Levine, S., Suriyakham, L. W., Rowe, M., Huttenlocher, J., & Gunderson, E. (2010). What counts in the development of young children’s number knowledge? Developmental Psychology, 46(5), 1309–1319. https://doi.org/10.1037/a0019671
  • MacDonald, A., & Rafferty, J. (2015). Investigating mathematics, science and technology in early childhood. Oxford University Press.
  • Markovits, Z., & Patkin, D. (2020). Preschool in-service teachers and geometry: Attitudes, beliefs, and knowledge. International Electronic Journal of Mathematics Education, 16(1), em0619. https://www.doi.org/10.29333/iejme/9303
  • McGarvey, L. M. (2012). What is a pattern? Criteria used by teachers and young children. Mathematical Thinking and Learning, 14(4), 310–337. https://doi.org/10.1080/10986065.2012.717380
  • MEB. (2013). Okul öncesi eğitim programı. https://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf
  • MEB. (2019). Etkinlik kitabı, Okul öncesi eğitim. http://tegmmateryal.eba.gov.tr/upload/uygulama/b07c0f0999b0/5b3eefaf3ccf13099ce481ba2a0026515e6bc50e.pdf
  • Moss, J., Bruce, C., & Bobis, J. (2015). Young children's access to powerful mathematics ideas: A review of current challenges and new developments in the early years. In L. D. English & D. Kirshner (Eds), International handbook on mathematics education (pp. 153–190). Routledge.
  • NAEYC. National Association for the Education of Young Children. (2012). 2010 Standards for initial & advanced early childhood professional preparation programs. Washington, DC: Author. https://www.naeyc.org/caep/files/caep/NAEYC%20Initial%20and%20Advanced%20Standards%2010_2012.pdf
  • NCTM. National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics, Reston.
  • NCTM. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics: A quest for coherence. Reston, Author.
  • Nikiforidou, Z., & Pange, J. (2010). The notions of chance and probabilities in preschoolers. Early childhood education journal, 38(4), 305-311. https://doi.org/10.1007/s10643-010-0417-x
  • Nikiforidou, Z., Pange, J., & Chadjipadelis, T. (2013). Intuitive and informal knowledge in preschoolers’ development of probabilistic thinking. International Journal of Early Childhood, 45(3), 347-357. https://doi.org/10.1007/s13158-013-0081-6
  • Olfos, R., Vergara-Gómez, A., Estrella, S., & Goldrine, T. (2022). Impact of a theory-practice connecting scaffolding system on the ability of preschool teachers-in-training to teach mathematics. Teaching and Teacher Education, 120, 103887. https://doi.org/10.1016/j.tate.2022.103887
  • Orcan-Kacan, M., Dedeoglu-Aktug, N., & Alpaslan, M. M. (2023). Teachers’ mathematics pedagogical content knowledge and quality of early mathematics instruction in Turkey. South African Journal of Education, 43(4). https://doi.org/10.15700/saje.v43n4a2289
  • Passolunghi, M. C., & Lanfranchi, S. (2012). Domain‐specific and domain‐general precursors of mathematical achievement: A longitudinal study from kindergarten to first grade. British Journal of Educational Psychology, 82(1), 42-63. https://doi.org/10.1111/j.2044-8279.2011.02039.x
  • Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., et al. (2001). The relation of pre-school child-care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72(5), 1534–1553. https://dx.doi.org.10.1111/1467-8624.00364
  • Pekince, P., & Avcı, N. (2016). Okul öncesi öğretmenlerinin erken çocukluk matematiği ile ilgili uygulamaları: Etkinlik planlarına nitel bir bakış. Kastamonu Eğitim Dergisi, 24(5), 2391-2408.
  • Pohle, L., Hosoya, G., Pohle, J., & Jenssen, L. (2022). The relationship between early childhood teachers' instructional quality and children's mathematics development. Learning and Instruction, 82, 101636. https://doi.org/10.1016/j.learninstruc.2022.101636
  • Rittle-Johnson, B., Fyfe, E. F., Loehr, A., & Miller, M. (2015). Beyond numeracy in preschool: Adding patterns to the equation. Early Childhood Research Quarterly, 31, 101-112. https://doi.org/10.1016/j.ecresq.2015.01.005
  • Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica,73(2), 417–458. https://doi.org/10.1111/j.1468-0262.2005.00584.x
  • Saçkes, M., Flevares, L. M., Gonya, J., & Trundle, K. C. (2012). Preservice early childhood teachers’ sense of efficacy for integrating mathematics and science: Impact of a methods course. Journal of Early Childhood Teacher Education, 33(4), 349–364. https://doi.org/10.1080/10901027.2012.732666
  • Sarama, J. (2002). Early childhood corner: Listening to teachers: Planning for professional development. Teaching Children Mathematics, 9(1), 36–39. https://doi.org/10.5951/TCM.9.1.0036
  • Seo, K. H., & Ginsburg, H. P. (2004). What is developmentally appropriate in early childhood mathematics education? Lessons from new research. In D. H. Clements, J. Sarama, & A.- M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 91–104). Erlbaum.
  • Sezer, T. (2019). Veri analizi, grafik oluşturma ve olasılık. Gonca Uludağ (Ed.), Erken çocukluk döneminde matematik eğitimi içinde (s.115-134). Nobel Akademik.
  • Sheridan, K. M., Banzer, D., Pradzinski, A., & Wen, X. (2020). Early math professional development: Meeting the challenge through online learning. Early Childhood Education Journal, 48(2), 223-231. https://doi.org/10.1007/s10643-019-00992-y
  • Solomon, T. L., Vasilyeva, M., Huttenlocher, J., & Levine, S. C. (2015). Minding the gap: Children’s difficulty conceptualizing spatial intervals as linear measurement units. Developmental Psychology, 51(11), 1564-1573. https://doi.org/10.1037/a0039707
  • Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 99–120. https://doi.org/10.1016/j.ecresq.2004.01.002
  • Stephan, M., & Clements, D. H. (2003). Linear and area measurement in prekindergarten to grade 2. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement (pp. 3–16). Reston: National Council of Teachers of Mathematics.
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  • Taşkın, R. B., & Sezer, T. (2022). Pre-school Teachers’ Attitudes towards Mathematical Pedagogical Content Knowledge, Mathematics, and Mathematics Teaching. International Journal of Psychology and Educational Studies, 9(4), 1286–1306. https://doi.org/10.52380/ijpes.2022.9.4.906
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  • Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim [Elementary and middle school mathematics: Teaching developmentally] (S. Durmuş, Çeviri. Ed.). Nobel Akademik Yayıncılık.
  • Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352-360. https://doi.org/10.3102/0013189X14553660
  • Yıldırım, A. & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Seçkin Yayıncılık.
  • Yıldız, E., & Akman, B. (2022). The Views and practices of preschool teachers on gaining patterns. Cumhuriyet Uluslararası Eğitim Dergisi, 11(1), 41-59. https://doi.org/10.30703/cije.896477
  • Yılmaz, A., Akbaba, F. D., Halıpınar, F. M., Oral, S., & Ulusoy Ünlü, A. (2021). Okul öncesi eğitim etkinlik kitabının yenilenmiş Bloom Taksonomisi’ne göre incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 34 (1), 343-385. https://dx.doi.org/10.19171/uefad.790815
  • Yost, P. A., Siegel, A. E., & Andrews, J. M. (1962). Nonverbal probability judgments by young children. Child Development, 769-780. https://doi.org/10.2307/1126888
  • Zembat, R., Sezer, T., Koçyiğit, S., & Balcı, A. (2014). Preschool teachers‘ views on geometry in preschool period. In M, Yasar, O. Ozgun and J. Galbraith (Ed.), Contemporary Perspectives and Research on Early Childhood Education (pp. 153-163). Cambridge Scholars Publishing.
Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Okul Öncesi Eğitim
Bölüm İnceleme
Yazarlar

Melda Kılıç 0000-0002-8013-875X

Türker Sezer 0000-0003-0898-4887

Proje Numarası Proje kapsamında gerçekleştirilmiş bir araştırma değildir.
Yayımlanma Tarihi 31 Aralık 2024
Yayımlandığı Sayı Yıl 2024Cilt: 13 Sayı: 4

Kaynak Göster

APA Kılıç, M., & Sezer, T. (2024). MEB Okul Öncesi Etkinlik Kitabındaki Matematik Etkinliklerinin NCTM Standartları Açısından İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 13(4), 758-772. https://doi.org/10.30703/cije.1281526
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e-ISSN: 2147-1606

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