This study is conducted to investigate preschool children's early mathematic ability.Participants were 191 preschoolers (aged 48 to 71 months, 97 boys) from south Anatolia /Turkey. Test of Early Mathematic Ability 3 (Tema-3) was used to assess children's mathematics ability. Test of Early Mathematics Ability -Third Edition-(Tema-3) which is developed by Ginsburg and Baroody ( 2003) and test's translation and adaptation was conducted by Serap Erdogan (2006) for Turkey. Tema-3 was applied in 2015/2016 academic year. Children's Tema-3 scores was poor. Results indicated that gender was not a statistically significant descriptor of children's Tema-3 scores. The children who had preschool experience have statistically higher score than children don't have preschool experience. The children who lives in urban area have higher scores than rural area. The children whose is parent's bachelor's and high school degree have statistically higher scores than whose parents' primary degree. The children who have four or more siblings were statistically lower performance than children who have fewer siblings.
Cardinal number acquisition plays an important role in children"s sense of number. Various investigations have revealed the influence of cultural variables on cardinal number acquisition. In this research, we investigated Turkish children"s acquisition of cardinal numbers. Quantitative research method was used. The participants were 100 preschool children from four public preschools in Adıyaman, Turkey. We used the "Give me N" task with the intent of investigating children"s acquisition of cardinal numbers. We obtained data from individual interviews with children. As a result of the research, we found that 60% of the children had cardinal number acquisition, 34% were in subgroups, and 6% were in the pre-number phase. In our sample the youngest child who had acquired cardinal numbers was 45 months old. We saw that the acquisition of the cardinal number phase was between 49 and 61 months for Turkish children and the majority of children older than 62 months had acquired cardinal numbers. Turkish children have the same cardinal number acquisition levels as their western peers however they acquire cardinal numbers a bit later. This research result showed that cultural differences could have a role in the age of cardinal number acquisition but not in phases. More cross-cultural studies are needed to better understanding.
Bu çalışma, öğrenme rotaları yaklaşımı ve okul öncesi eğitim programının matematik eğitimine yönelik içerik ve sunuş yöntemi karşılaştırılması amaçlanmıştır. Bu kapsamda matematik eğitimine yönelik sunulan kavram ve beceriler ile sunuş yöntemleri ortaya konulmuştur. Buna göre okul öncesi eğitim programı ile öğrenme rotalarında yer alan matematiksel içeriklerin ve sunuş yönteminin büyük ölçüde paralellik gösterdiği görülmüştür. Ancak öğrenme rotalarının matematiksel içerik ve hedefleri okul öncesi eğitim programından daha detaylı olduğu, programda yer alan bazı matematiksel kazanımların öğretmenin uygulamasına göre matematiksel süreçler içermeyebileceği görülmüştür. Bununla birlikte öğrenme rotalarının doğrudan çocukların belirli matematiksel hedefler doğrultusundaki seviyesinin değerlendirilip, bu doğrultuda eğitimin tasarlanmasını önerirken, okul öncesi eğitim programında süreç odaklı ve öğretmene dayalı değerlendirme olduğu görülmüştür. İlgili literatür eşliğinde tespit edilen farklılıklar ve çocukların matematiksel gelişiminde olası etkisi tartışılmış, son olarak mevcut program ile öğrenme rotalarını bütünleştirilmesine yönelik öneriler sunulmuştur.
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