Kuramın Uygulamayla Buluşamadığı Yer: Erken Çocuklukta Matematik Eğitimi

Year 2019, Volume: 9 Issue: 1, 1 - 20, 30.06.2019

Zeynep Alat

https://doi.org/10.17984/adyuebd.363791

Cited By: 3

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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