Preparing pre-school teachers for teaching probability

Shiakalli, Maria Angela; Zacharos, Konstantinos; Lavidas, Kostas

doi:10.26220/rev.2810

Cited by 2 publications

(2 citation statements)

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“…In this direction, teachers could organize separate educational games for these two distinctive age groups. Moreover, these findings could provide insight for various professional development programs for teachers that address the teaching of mathematics at the preschool level (Eleftheriadi et al, 2021;Lavidas et al, 2022Lavidas et al, , 2023Shiakalli et al, 2017).…”

Section: Suggestionsmentioning

confidence: 91%

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Misconceptions about Numbers and Operations–A Case Study of Preschoolers

Eleftheriadi¹,

Lavidas²,

Koustourakis³

et al. 2023

EDUPIJ

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Background/purpose -Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers' previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate preschoolers' misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods -Data were collected through semi-structured interviews and analyzed according to content analysis methodology.Results -The study's results showed that 5-6-year-old preschoolers perform better than those aged 4-5 years old. Most misconceptions of the latter group appeared to be related to reverse counting, identifying arithmetic symbols and their matching quantities, adding and removing numbers without using auxiliary objects and multiplication. On the contrary, some preschoolers aged 5-6 years old needed help adding or subtracting two-digit numbers without the use of auxiliary objects. There were also a few cases where cardinality, division, and multiplication were observed. Conclusion -The misconceptions identified in the two groups of students regarding numbers and operations and their distinct needs that emerged through the research will allow teachers to offer differentiated instruction and personalize teaching support.

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Section: Suggestionsmentioning

confidence: 91%

“…Math has a high status in the Greek curriculum since it is considered an essential subject (Koustourakis, 2007;Koustourakis & Zacharos, 2011;Lavidas et al, 2022;Shiakalli et al, 2017;Zacharos et al, 2014). The Greek kindergarten curriculum for teaching mathematics is based…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Misconceptions about Numbers and Operations–A Case Study of Preschoolers

Eleftheriadi¹,

Lavidas²,

Koustourakis³

et al. 2023

EDUPIJ

View full text Add to dashboard Cite

show abstract

Maybe, maybe not: Probabilistic reasoning in preschool period

Ergül¹

2018

J Early Child Stu

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Probabilistic reasoning needs careful consideration for the development of the child's ability to interrogate and predict the likelihood based on the findings from the evaluation of various situations or events. Children, hence, will begin to experience metacognitive skills such as considering different causes and effects, decision-making and interpreting. This study aims to explore the probabilistic reasoning skills of preschool children according to the influential variables of gender and age. Typically developing 123 children who are enrolled in the city-centre preschools in Ankara constitute the study group. In the study, five questions were asked in the probability section of the Evaluation Instrument for the Early Mathematical Reasoning Skills developed by Ergül (2014) were posed to identify the probabilistic reasoning skills of the children. Each child was treated individually to gather detailed findings. Children's explanations to the probability questions were evaluated in detail through the use of rubrics. Findings reveal that girls and boys do not differ significantly in their probabilistic reasoning skills; but, in line with the recent literature, these skills improve as they grow up.Keywords: Preschool, probability, probabilistic reasoning, rubric, mathematics Makale Türü Özgün MakaleÖz: Olasılıksal akıl yürütme, çocukların farklı durum ya da olaydaki verileri değerlendirme, değerlendirme sonucu elde edilen veriye göre olabilirlik durumunu sorgulama ve tahminlerde bulunma becerilerinin gelişimi için dikkatle ele alınmalıdır. Bu sayede çocuklar farklı nedenleri ve sonuçları görme, karar verme ve yorumlama gibi üst zihinsel becerileri yaşama geçirmeye başlayacaktır. Bu çalışmanın amacı, okul öncesi dönem çocuklarının olasılıksal akıl yürütme becerilerinin incelenmesidir. Bu becerilere etki edebileceği düşünülen cinsiyet ve yaş değişkenleri de incelenmiştir. Araştırmanın çalışma grubunu, Ankara şehir merkezindeki okul öncesi eğitim kurumlarına devam eden ve normal gelişim gösteren 123 çocuk oluşturmaktadır. Çalışmada çocukların olasılıksal akıl yürütme becerilerini belirlemek için, Ergül (2014) tarafından geliştirilen Erken Matematiksel Akıl Yürütme Becerileri Değerlendirme Aracı'nın olasılık bölümünden beş soru sorulmuştur. Ayrıntılı veriler elde edebilmek için her çocukla bireysel olarak uygulama yapılmıştır. Çocukların olasılık sorularına getirdikleri açıklamalar, rubrikler aracılığıyla ayrıntılı olarak değerlendirilmiştir. Bulgulara göre kız ve erkek çocukların olasılıksal akıl yürütme becerilerinde anlamlı bir fark bulunmazken, son yıllardaki alan yazına paralel olarak bu becerilerin yaşla birlikte gelişme gösterdiği ortaya çıkmıştır.

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Preparing pre-school teachers for teaching probability

Cited by 2 publications

References 0 publications

Misconceptions about Numbers and Operations–A Case Study of Preschoolers

Misconceptions about Numbers and Operations–A Case Study of Preschoolers

Maybe, maybe not: Probabilistic reasoning in preschool period

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