Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş

Year 2018, Volume: 12 Issue: 2, 1 - 30, 31.12.2018

Mustafa Kale , İmray Nur Durmuş Aslan

https://doi.org/10.17522/balikesirnef.505915

Abstract

Okul öncesi eğitime başlamadan çok önce, çocukların günlük
ortamlardaki keşifleri, sayı ve şekil gibi kavramları geliştirmelerine yardımcı
olmakta ve daha sonraki formal matematik eğitimi için bir alt yapı
oluşturmaktadır. Bu nedenle erken deneyimlerin bütüncül ve sistematik bir
şekilde ele alınması önem kazanmaktadır. Bu araştırmada, matematiksel
deneyimlerin çok boyutlu olarak incelenmesinde kullanılan sosyomatematiksel niş
kuramsal çerçevesinin tanıtılması amaçlanmıştır. Sosyomatematiksel niş,
temelini gelişimsel niş kavramından almaktadır ve kültürel
bağlamda matematiksel deneyimleri belirlemek amacıyla gerçekleştirilen
çalışmalarda araştırmacılara kuramsal bir çerçeve sunmaktadır.  Sosyomatematiksel niş, farklı kültürlerde var olan
matematiksel deneyimleri derinlemesine inceleme imkânı sağlayarak eğitimciler ve
araştırmacılara çocukların matematiksel öğrenme deneyimlerini betimlemede ve bu
betimleme ışığında matematik öğretiminde kullanabilecek stratejileri
belirlemede yarar sağlayabilir. Ayrıca, sosyomatematiksel niş, erken matematik
öğreniminde dezavantajlı ve avantajlı çocuklar arasındaki farklılıkların öngörülmesinde
ve matematik programlarının kültüre duyarlı hale getirilmesinde rehber
olabilir. 

Keywords

Erken çocukluk, matematik eğitimi, gelişimsel niş, sosyomatematiksel niş

A Theoretical Framework to Examining Mathematical Experiences in Early Childhood: Sociomathematical Niche

Abstract

Long before starting
preschool education, children’s daily discoveries help them develop certain
concepts such as numbers and shapes, and they comprise a basis for a formal
mathematics education. Thus, dealing with early experiences in an integrative
and systematic way is of crucial significance. This study aims to introduce the
theoretical framework of the sociomathematical niche which is used to analyze
mathematical experiences on multiple levels. The sociomathematical niche take
its roots from the developmental niche and presents a theoretical framework to
researchers at studies that aim to specify mathematical experiences in terms of
cultural aspects. Providing a thorough analysis opportunity of mathematical
experiences at different cultures, the sociomathematical niche can be helpful
for researchers in describing children’s mathematical learning experiences and
to determine strategies that can be used for mathematics education.
Additionally, the sociomathematical niche can guide us to see the differences
between advantaged and disadvantaged students in early mathematics education
and prepare culturally sensitive mathematics programs. 

Keywords

Early childhood, mathematics education, developmental niche, the sociomathematical niche

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