Kuramın Uygulamayla Buluşamadığı Yer: Erken Çocuklukta Matematik Eğitimi

Abstract

Bu çalışmanın amacı okul öncesi öğretmenlerinin matematik eğitimini nasıl gerçekleştirdiklerini saptamaktır. Bu amaç kapsamında ele aldıkları matematik beceri ve kazanımların düzeyi ile matematik etkinliklerindeki pedagojik yaklaşımlarının ortaya çıkarılması hedeflenmiştir. Araştırmanın çalışma grubunu iki farklı anaokulunda görev yapmakta olan 16 öğretmen oluşturmuştur. Nitel yöntem kullanılan çalışmada veriler gözlem ve görüşmeler yoluyla toplanmış ve içerik analizi yapılmıştır. Verilerin analizi sonucunda öğretmenler tarafından öğrencilerinin bireysel farklılıklarının, informal kanallarla edindikleri matematik deneyim, bilgi ve becerilerinin göz ardı edildiği tespit edilmiştir. Çocukların, manipulatif ya da teknoloji kullanımının pek söz konusu olmadığı, öğretmen merkezli gerçekleştirilen çalışma kâğıdı etkinlikleriyle saatlerce meşgul tutuldukları görülmüştür. Ayrıca çalışma grubundaki öğretmenlerin, tavsiye edilen eğitim uygulamalarının değerini fark etmelerini sağlayacak; iyi uygulamaları gözlemleme, deneyimleme ve uygulamaları için fırsatlar sunan; geri bildirim alma ve vermelerine imkân veren bir mesleki ağa erişimlerini sağlayacak sürekli ve kapsamlı bir hizmet içi eğitim programına ihtiyaçları olduğu sonucuna ulaşılmıştır.

Keywords

• Erken çocukluk,matematik eğitimi,öğretmenler

Where Theory Does not Meet the Practice: Teaching Math to Young Children in Turkey

Abstract

The aim of this qualitative study was to explore how teachers of young children provide math education in their classrooms in Turkey. More specifically, attention was paid to reveal the levels of math skills and concepts that were addressed in, and pedagogical approaches that were characterized the math practices in two pre-k programs. Data was obtained through observations and interviews. Content analysis of the data revealed that there was a disregard for individual differences, and children's informal math experiences, knowledge and skills. Children had to spend hours in teacher directed activities that mostly comprised of worksheets without much use of manipulatives or technology. Connections between children's real lives and teaching activities were rarely made. There is an urgent need for ongoing and extensive teacher development programs in which teachers could see value in recommended teaching practices; find plenty of opportunities to observe, experiment, and implement good practices; receive and provide feedback in a network of professionals. Partnership between universities and schools should become more effective and not be limited to curriculum development or one-shot training sessions.

Keywords

• Early childhood education,mathematics,teachers

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