Effect of Inquiry-Based Mathematics Activities on Preschoolers' Math Skills

Karademir, Abdulhamit; Akman, Berrin

doi:10.29329/ijpe.2019.212.14

Cited by 7 publications

(5 citation statements)

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“…The literature also supports Ceren's views of IBMAM. Inquisitive activities should be carried out in learning environments that are appropriate to their developmental stages in order for children to develop high-level thinking skills Delacour, 2016;Karademir & Akman, 2019;Karademir et al, 2020). Skills should be supported by concrete materials so that children can experience and make sense of them.…”

Section: Impact Of Ibmam On Teachermentioning

confidence: 99%

Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents

Karademir¹,

Akman²

2020

ENAD

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An Inquiry-Based Mathematics Activities Module (IBMAM) consisting of integrated and child-centered activities was developed. IBMAM provides preschoolers 60-72 months of age with the opportunity to develop mathematical and inquiry skills and use them actively to construct their own learning. The present study aims to investigate the effects of IBMAM on preschoolers. Teachers' and parents' views were obtained, and long-term observations (16 weeks) were performed. Phenomenology, which is a qualitative research design, was used in this study. The study sample consisted of a pre-school teacher of a kindergarten (Sincan, Ankara) and her children's parents in the academic year of 2016-2017. Semi-structured interviews were conducted with the teacher to assess the post-IBMAM process, changes in their views of math and math education, the effects of IBMAM on preschoolers' math skills and changes in the classroom. Preschoolers' parents' were also interviewed to evaluate changes in preschoolers at home. To support the results of the interviews, unattended and structured classroom observation was conducted twice a week for four months on certain dates. Instant field notes were taken during each observation, which was also videotaped. Data were analyzed using inductive content analysis. Results showed that IBMAM contributed to all areas of development by providing a fun and educational setting that increased preschoolers' motivation. In the observations, it was understood that the applied module gave pre-school children different perspectives, encouraged active participation, enabled learning to continue, and help enabled pre-school children to use their scientific process skills more frequently. Moreover, parents noticed positive changes in their children, and therefore, were optimistic about the future.

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Section: Impact Of Ibmam On Teachermentioning

confidence: 99%

Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents

Karademir¹,

Akman²

2020

ENAD

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“…Evidence based on cognitive and developmental theories suggests that early math skills are linked to future academic achievement (Cortes, Green, Barr, & Ryan, 2022;Karademir, &Akman, 2019;Dilek, Taşdemir, Konca, & Baltacı, 2020). Research further supports the position that early years are vital for developing math knowledge and skills (Ramanathan, Carter, & Wenner, 2022;Litkowski, Duncan, Logan, and Purpura, 2021;Trawick-Smith, Swaminathan, & Liu, 2016).…”

Section: Introductionmentioning

confidence: 73%

“…Researchers attribute several benefits to using the inquiry-based approach in preschool education. A study by Karademir and Akman (2019) concludes that the Inquiry-Based Mathematics Activities Module (IBMAM) positively affect pre-schoolers' number and operations skills. It also helps enhance math concepts, enables pre-schoolers learn new concepts as well as meaningful ways of using their math skills.…”

Section: Introductionmentioning

confidence: 99%

Inquiry-Based Approach and Achievement in Mathematics Pro-cess Skills among Pre-School Children in Kajiado North Sub-County, Kajiado County, Kenya

2023

CJESS

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This study was designed to determine the effect of an inquiry-based approach on pre-school learners' acquisition of mathematics process skills. The study adopted a quasi-experimental research design to determine the differences in performance between control and experimental groups. A post-test was administered to both experimental and control groups, and the scores were analyzed by descriptive statistics and t-test. Findings showed that activities involving inquiry-based approach were a precursor to higher achievement in mathematics. The study recommended of inquiry-based approach for application in teaching pre-school mathematics and other related activity areas based on its advantages in pre-school learners' achievement in mathematics.

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“…The inclusion of MAWS in classrooms has encouraged teachers to effectively use materials, participate in games, and prefer an inquiry approach while facilitating children's learning and sharing with games. In regard to other teachers who benefited from the project training and who could effectively integrate MAWS into the teaching process, the researchers observed that children engage in more high-level mathematical interactions to develop their thinking skills, incorporate these skills in discussions, brainstorm problems encountered, and integrate new concepts with real examples (Karademir & Akman, 2019). This result shows that the project training contributed to the teachers' classroom mathematics activities.…”

Section: Discussionmentioning

confidence: 93%

Mitigate negative beliefs about math: A different experience for children and teachers in early math

Karademir

Saatçioğlu

2023

JPR

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This study investigated the effect of the use of content-specific material-based activities on children's mathematical skills, and changes in emotions for both sides with the help of math workstations to serve as responsive partners in delivering quality mathematics education to children and teachers. A total of 20 female kindergarten teachers and 625 children (female= 393, male=232, M = 64.57 months) studying in classes with disadvantages pertaining to materials participated in the study. The study used a fully mixed sequential equal status design, and quantitative data was analyzed using ANOVA and multilevel regression, while inductive content analysis was used to analyze qualitative data. The study found that teachers' development of facilitating alternative perspectives towards mathematics mitigated negative beliefs related to emotions arising from teachers' and children's negative experiences with mathematics. This study re-emphasizes the significance of emotional circumstances for learning mathematics in early childhood education, and teachers need game-based, effective, and innovative pedagogical approaches without prioritizing academic concerns.

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Effect of Inquiry-Based Mathematics Activities on Preschoolers' Math Skills

Cited by 7 publications

References 0 publications

Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents

Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents

Inquiry-Based Approach and Achievement in Mathematics Pro-cess Skills among Pre-School Children in Kajiado North Sub-County, Kajiado County, Kenya

Mitigate negative beliefs about math: A different experience for children and teachers in early math

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