Research Article
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Okul Öncesi Öğretmen Adaylarının Köşeli Şekillere İlişkin Alan Bilgilerinin İncelenmesi

Year 2019, Volume: 13 Issue: 2, 588 - 619, 31.12.2019
https://doi.org/10.17522/balikesirnef.512595

Abstract

Bu araştırmanın amacı, okul öncesi öğretmen
adaylarının, ülkemizde uygulanmakta olan okul öncesi eğitim programında ele
alınan ve çocukların kazanmaları beklenen köşeli şekillere (üçgen, kare,
dikdörtgen) ilişkin alan bilgilerinin incelenmesidir. Bu amaçla 97 okul öncesi
öğretmen adayı araştırmaya katılmıştır. Katılımcılara, araştırmacılar
tarafından geliştirilen bir yazılı görüşme formu sunulmuştur. Bu form ile öğretmen
adaylarından köşeli şekillere ilişkin tanımlar yapmaları, şekillere ilişkin
günlük yaşamdan örnekler vermeleri ve örnek çizimler yapmaları beklenmiştir. Elde
edilen veriler puanlayıcı güvenirliğinin sağlanabilmesi açısından iki farklı
araştırmacı tarafından Özetleyici İçerik
Analizi’
ne tabi tutulmuştur. Öğretmen adaylarının şekillere ilişkin
tanımları, günlük yaşamdan verdikleri örnekler ve ortaya koydukları örnek
çizimlere ilişkin ortaya çıkan bulgular çeşitli kategoriler altında
değerlendirilerek sunulmuştur. Bu araştırmanın sonucunda okul öncesi öğretmen
adaylarının köşeli şekillerin tanımları ve günlük yaşamdan örnekleri konusunda
alan bilgilerinin yetersiz olduğu buna karşın şekillere ilişkin örnek çizimler
ortaya koyma konusunda yeterli düzeyde alan bilgisine sahip oldukları
görülmüştür. Araştırmanın sonuçları ışığında önerilerde bulunulmuştur.

References

  • ACME [Advisory Committee on Mathematics Education], (2016). Professional learning for all teachers of mathematics. UK: ACME.
  • Akay, S. ve Kurtuluş, A. (2017). Öğretmen adaylarının geometrik düşünme düzeyleri ve beyin baskınlıklarının bazı değişkenler açısından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim fakültesi Dergisi. 41, 38-61.
  • Anthony, G. ve Walshaw, M. (2009). Effective pedagogy in mathematics. Belley: International Academy of Education.
  • Ball, D. L, Thames, M. H., ve Phelps, G. (2008). Content knowledge for teaching: What makes it special?. Journal of Teacher Education, 59(5), 389-407.
  • Blumenthal, C. (2012). Everything you need to know about teaching your young child math. Hong Kong: BrillKids.
  • Bohning, G. ve Althouse, J.K. (1997). Using tangrams to teach geometry to young children. Early Chldhood Education Journal. 24(4), 239-242.
  • Boulet, G. (2007). How does language impact the learning of mathematics? Let me count the ways. Journal of Teaching and Learning. 5(1), 1-12.
  • Brendefur, J., Strother, S., Thiede, K., Lane, C. ve Surges-Prokop, M. J. (2013). A professional development program to improve math skills among preschool children in head start. Early Childhood Education Journal, 41(3), 187-195.
  • Browning, C., Edson, A. J., Kimani, P. ve Aslan-Tutak, F. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on geometry and measurement. The Mathematics Enthusiast. 11(2). 333-384.
  • Cantürk-Günhan, B. ve Çetingöz D. (2013). An examination of preschool prospective teachers’ subject matter knowledge and pedagogical content knowledge on basic geometric shapes in Turkey. Educational Research and Reviews. 8(3), 93-103.
  • Casey, B., Erkut, S., Ceder, I. ve Young, J. M. (2008). Use of a storytelling context to improve girls' and boys' geometry skills in kindergarten. Journal of Applied Developmental Psychology. 29, 29-48.
  • Clements, D. H. (2004). Geometric and spatial thinking in early childhood education. İçinde, Clements, D. H., Sarama, J. & DiBiase, A.M.(Ed.). Engaging young children in mathematics: Standards for early childhood mathematics education. London: Lawrence Erlbaum Associates.
  • Clements, D. H., Swaminathan, S., Hannibal, M. A. Z., & Sarama J. (1999). Young children’s concepts of shape. Journal for Research in Mathematics Education. 30(2), 192-212.
  • Clements, D. H., Wilson, D. C. & Sarama, J. (2004). Young children's composition of geometric figures: A learning trajectory. Mathematical Thinking and Learning. 6(2), 163,184.
  • Clements, D. H. & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. New York: Routledge.
  • Copley, J. V. (2010). The young child and mathematics (2.baskı). Washington DC: National Association for the Education of Young Children,
  • Creswell, J. W. (2012). Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Creswell, J. W. (2014). Research design. Qualitative and quantitative approach. Thousand Oaks: Sage.
  • Çicek, Y., Aytekin, S., Duysak, A. ve Inan, H. Z. (2012). Teaching children geometric shapes through a new technological toy:" Computer-smart little mathematicians". Energy Education Science and Technology Part B-Social and Educational Studies, 4(3), 1425-1432.
  • Duatepe-Paksu, A., İymen, E., ve Pakmak, G. S. (2013). Sınıf öğretmeni adaylarının dörtgenlerin köşegenleri konusundaki kavram görüntüleri. Eğitim ve Bilim, 38(167). 162-178.
  • Elia, I., & Gagatsis, A. (2003). Young children's understanding of geometric shapes: The role of geometric models. European Early Childhood Education Research Journal, 11(2), 43-61.
  • Fırat, Z. S., ve Dinçer, Ç. Okul öncesi öğretmenlerin doğal matematiksel dil kullanimlarinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 895-914.
  • Gagatsis, A., Sriraman, B., Elia, I. & Modestou, M. (2006). Exploring young children’s geometrical strategies. Nordic Studies in Mathematics Education, 11 (2), 23-50.
  • Gardebroek-van der Linde, J. (2017). The Mathematical Knowledge Base and the Quality of Mathematics Instruction in Primary Education (Yayınlanmamış Yüksek Lisans Tezi), Open Universiteit.
  • Guimarães, R., Sitaram, A., Jordan, L., Taguchi, S. ve Robinson, L. (2014). The effect of teacher content knowledge on student achievement: A quantitative case analysis of six Brazilian states. Reuniões da ABAVE, (7), 265-278.
  • Gülteke, M. (2012). Sınıf öğretmenlerinin matematik özel alan yeterlikleri ile ilgili görüşlerinin analizi. (Yayınlanmamış Doktora Tezi), Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü.
  • Hsieh, H. F., ve Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
  • Jung, M., ve Conderman, G. (2017). Early Geometry Instruction for Young Children. Kappa Delta Pi Record, 53(3), 126-130.
  • Keren, G. & Fridin, M. (2014). kindergarten social assistive robot (kindsar) for children’s geometric thinking and metacognitive development in preschool education: a pilot study. Computers in Human Behavior. 35, 400-412.
  • Kesicioğlu, O. S. (2011). Doğrudan öğretim yöntemiyle hazırlanan eğitim programının ve bu yönteme göre hazırlanan bilgisayar destekli eğitim programının okul öncesi çocuklarının geometrik şekil kavramlarını öğrenmelerine etkisinin incelenmesi. (Yayınlanmamış Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S. ve Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education, 64(1),90-106.
  • Knight, R. I. (2003). The Games Children Play: The Foundation for Mathematical Learning. Fransa: UNESCO.
  • Korkmaz, H. İ. (2017). Doğal Açik Alanlarda Uygulanan Sorgulama Temelli Etkinliklerin Çocuklarin Geometrik Ve Uzamsal Düşünme Becerilerine Etkisi. (Yayınlanmamış Doktora Tezi) Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Lee, J. E. (2017). Preschool Teachers’ Pedagogical Content Knowledge in Mathematics. International Journal of Early Childhood, 49(2), 229-243.
  • Luneta, K. (2014). Foundation phase teachers'(limited) knowledge of geometry. South African Journal of Childhood Education, 4(3), 71-86.
  • Marchis, I. (2012). Preservice Primary School Teachers' Elementary Geometry Knowledge. Acta Didactica Napocensia, 5(2), 33-40.
  • MEB [Milli Eğitim Bakanlığı], (2013a). Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü, 36-72 aylık çocuklar için okul öncesi eğitim programı. Ankara: Milli Eğitim Bakanlığı.
  • MEB [Milli Eğitim Bakanlığı], (2013b). Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü, 0-36 aylık çocuklar için eğitim programı. Ankara: Milli Eğitim Bakanlığı.
  • MEB [Milli Eğitim Bakanlığı], (2017). Öğretmenlik Mesleği Genel Yeterlikleri. Ankara: Millî Eğitim Basımevi.
  • Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C. ve Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement?. Early childhood research quarterly, 36, 550-560.
  • Nieuwoudt, H. D. ve van Niekerk, R. (1997). The spatial competence of young children through the development of solids. Chicago: American Educational Research Association.
  • NCTM (National Council of Teachers of Mathematics) (2006). Curriculum focal points for prekindergarten through grade 8 mathe-matics: A quest for coherence. Reston: National Council of Teaching Mathematics.
  • OECD [The Organisation for Economic Co-operation and Development], (2013). Teachers’ Pedagogical Knowledge and the Teaching Profession. OECD.
  • OME [Ontario Ministry of Education], (2011). Maximizing Student Mathematical Learning in the Early Years. Ontario: OME.
  • Park, J. (2012). Review on relation between knowledge for teaching mathematics and student learning. Journal of Educational Research in Mathematics. 22(1), 39-52. Park, S. ve Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in science Education, 38(3), 261-284.
  • PDST [Professional Development Service for Teachers], (2013). Shape and Space Manual: Guide to Teaching and Learning in Irish Primary Schools. Dublin: PDST.
  • Rapport, F. (2010). Summative analysis: A qualitative method for social science and health research, International Journal of Qualita-tive Methods, 9(3), 270-290.
  • Rudd, L. C., Lambert, M. C., Satterwhite, M. ve Zaier, A. (2008). Mathematical language in early childhood settings: What really counts?. Early Childhood Education Journal, 36(1), 75-80.
  • Sarama, J. ve Clements, D. H. (2004). Preschoolers getting in shape. Teaching young Children. 7(5), 30-31.
  • Shulman, L. S. (1987). Knowledge and teaching: foundation of the new reform. Harvard Educational Review, 57 (1), 1-21.
  • Shusterman, A., Ah Lee, S. ve Spelke, E. S. (2008). Young children's spontaneous use of geometry in maps. Developmental Science, 11(2), F1-F7.
  • Smith, S. P. (2009). Exploring the relationship between teacher content knowledge and student learning. In Proceedings of the NARST Annual Meeting.
  • Tchoshanov, M., Lesser, L. M., & Salazar, J. (2008). Teacher knowledge and student achievement: Revealing patterns. NCSM Journal, 38, 39-49.
  • Tepetaş, G. Ş., ve Haktanır, G. (2013). 6 yaş çocuklarının temel kavram bilgi düzeylerini desteklemeye yönelik öyküleştirme yöntemine dayalı bir eğitim uygulaması. Eğitim ve Bilim, 38(169), 62-79.
  • Tsamir, P., Tirosh, D., Levenson, E., Tabach, M. ve Barkai, R. (2012). Conceptualizing pre-school teachers’ knowledge and self-efficacy for teaching mathematics: The CAMTE framework. In Perspectives on Early Mathematics Conference (POEM).
  • Van de Walle, J., Karp, K.S. & Bay-Williams, J.M. (2013). Elementary and Middle School Mathematics Teaching Developmentally. (8.Baskı). Pearson.
  • Vosniadou, S., ve Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive psychology, 24(4), 535-585.
  • Weigel, D., Byington, T. Ve Kim, Y. (2016). Math in the Preschool Classroom: Spatial Relations, Geometry and Measurement. University of Nevada Cooperative Extension.
  • Whitman, E. (2015). Teacher mathematics language: Its use in the early childhood classroom and relationship with young children's learning. (Yayınlanmamış Doktora Tezi). Loyala University.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (8.baskı). Ankara: Seçkin Yayıncılık.
  • Zhang, Y. (2015). Pedagogical content knowledge in early mathematics: What teachers know and how it associates with teaching and learning. (Yayınlanmamış Doktora Tezi). Loyala University.

An Investigation of Preschool Teacher Candidates’ Content Knowledge on Angular Shapes

Year 2019, Volume: 13 Issue: 2, 588 - 619, 31.12.2019
https://doi.org/10.17522/balikesirnef.512595

Abstract

Purpose of this study was to investigate preschool teacher candidates’
content knowledge on angular shapes (triangle, square, rectangle) expected for
children to be acquired in Turkish preschool educational curriculum. For this
purpose, 97 preschool teacher candidates participated this study. Participants
were offered a written interview form which was developed by researchers. In
this form, teacher candidates were expected to define each shape, to give daily
life examples of each shape and to draw examples of shapes. Two different
researchers used Summative Content
Analysis
to analyze the data, to be able to obtain inter-rater reliability.
Findings related to teacher candidates’ definitions, examples and drawings were
represented under different categories. According to the results of this study,
preschool teacher candidates have inadequate content knowledge on identifying
angular shapes and giving daily life examples. Besides they have sufficient
content knowledge on drawing examples of angular shapes. Recommendations were
made in accordance with results.

References

  • ACME [Advisory Committee on Mathematics Education], (2016). Professional learning for all teachers of mathematics. UK: ACME.
  • Akay, S. ve Kurtuluş, A. (2017). Öğretmen adaylarının geometrik düşünme düzeyleri ve beyin baskınlıklarının bazı değişkenler açısından incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim fakültesi Dergisi. 41, 38-61.
  • Anthony, G. ve Walshaw, M. (2009). Effective pedagogy in mathematics. Belley: International Academy of Education.
  • Ball, D. L, Thames, M. H., ve Phelps, G. (2008). Content knowledge for teaching: What makes it special?. Journal of Teacher Education, 59(5), 389-407.
  • Blumenthal, C. (2012). Everything you need to know about teaching your young child math. Hong Kong: BrillKids.
  • Bohning, G. ve Althouse, J.K. (1997). Using tangrams to teach geometry to young children. Early Chldhood Education Journal. 24(4), 239-242.
  • Boulet, G. (2007). How does language impact the learning of mathematics? Let me count the ways. Journal of Teaching and Learning. 5(1), 1-12.
  • Brendefur, J., Strother, S., Thiede, K., Lane, C. ve Surges-Prokop, M. J. (2013). A professional development program to improve math skills among preschool children in head start. Early Childhood Education Journal, 41(3), 187-195.
  • Browning, C., Edson, A. J., Kimani, P. ve Aslan-Tutak, F. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on geometry and measurement. The Mathematics Enthusiast. 11(2). 333-384.
  • Cantürk-Günhan, B. ve Çetingöz D. (2013). An examination of preschool prospective teachers’ subject matter knowledge and pedagogical content knowledge on basic geometric shapes in Turkey. Educational Research and Reviews. 8(3), 93-103.
  • Casey, B., Erkut, S., Ceder, I. ve Young, J. M. (2008). Use of a storytelling context to improve girls' and boys' geometry skills in kindergarten. Journal of Applied Developmental Psychology. 29, 29-48.
  • Clements, D. H. (2004). Geometric and spatial thinking in early childhood education. İçinde, Clements, D. H., Sarama, J. & DiBiase, A.M.(Ed.). Engaging young children in mathematics: Standards for early childhood mathematics education. London: Lawrence Erlbaum Associates.
  • Clements, D. H., Swaminathan, S., Hannibal, M. A. Z., & Sarama J. (1999). Young children’s concepts of shape. Journal for Research in Mathematics Education. 30(2), 192-212.
  • Clements, D. H., Wilson, D. C. & Sarama, J. (2004). Young children's composition of geometric figures: A learning trajectory. Mathematical Thinking and Learning. 6(2), 163,184.
  • Clements, D. H. & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. New York: Routledge.
  • Copley, J. V. (2010). The young child and mathematics (2.baskı). Washington DC: National Association for the Education of Young Children,
  • Creswell, J. W. (2012). Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
  • Creswell, J. W. (2014). Research design. Qualitative and quantitative approach. Thousand Oaks: Sage.
  • Çicek, Y., Aytekin, S., Duysak, A. ve Inan, H. Z. (2012). Teaching children geometric shapes through a new technological toy:" Computer-smart little mathematicians". Energy Education Science and Technology Part B-Social and Educational Studies, 4(3), 1425-1432.
  • Duatepe-Paksu, A., İymen, E., ve Pakmak, G. S. (2013). Sınıf öğretmeni adaylarının dörtgenlerin köşegenleri konusundaki kavram görüntüleri. Eğitim ve Bilim, 38(167). 162-178.
  • Elia, I., & Gagatsis, A. (2003). Young children's understanding of geometric shapes: The role of geometric models. European Early Childhood Education Research Journal, 11(2), 43-61.
  • Fırat, Z. S., ve Dinçer, Ç. Okul öncesi öğretmenlerin doğal matematiksel dil kullanimlarinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 895-914.
  • Gagatsis, A., Sriraman, B., Elia, I. & Modestou, M. (2006). Exploring young children’s geometrical strategies. Nordic Studies in Mathematics Education, 11 (2), 23-50.
  • Gardebroek-van der Linde, J. (2017). The Mathematical Knowledge Base and the Quality of Mathematics Instruction in Primary Education (Yayınlanmamış Yüksek Lisans Tezi), Open Universiteit.
  • Guimarães, R., Sitaram, A., Jordan, L., Taguchi, S. ve Robinson, L. (2014). The effect of teacher content knowledge on student achievement: A quantitative case analysis of six Brazilian states. Reuniões da ABAVE, (7), 265-278.
  • Gülteke, M. (2012). Sınıf öğretmenlerinin matematik özel alan yeterlikleri ile ilgili görüşlerinin analizi. (Yayınlanmamış Doktora Tezi), Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitüsü.
  • Hsieh, H. F., ve Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
  • Jung, M., ve Conderman, G. (2017). Early Geometry Instruction for Young Children. Kappa Delta Pi Record, 53(3), 126-130.
  • Keren, G. & Fridin, M. (2014). kindergarten social assistive robot (kindsar) for children’s geometric thinking and metacognitive development in preschool education: a pilot study. Computers in Human Behavior. 35, 400-412.
  • Kesicioğlu, O. S. (2011). Doğrudan öğretim yöntemiyle hazırlanan eğitim programının ve bu yönteme göre hazırlanan bilgisayar destekli eğitim programının okul öncesi çocuklarının geometrik şekil kavramlarını öğrenmelerine etkisinin incelenmesi. (Yayınlanmamış Doktora Tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S. ve Baumert, J. (2013). Teachers’ content knowledge and pedagogical content knowledge: The role of structural differences in teacher education. Journal of Teacher Education, 64(1),90-106.
  • Knight, R. I. (2003). The Games Children Play: The Foundation for Mathematical Learning. Fransa: UNESCO.
  • Korkmaz, H. İ. (2017). Doğal Açik Alanlarda Uygulanan Sorgulama Temelli Etkinliklerin Çocuklarin Geometrik Ve Uzamsal Düşünme Becerilerine Etkisi. (Yayınlanmamış Doktora Tezi) Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Lee, J. E. (2017). Preschool Teachers’ Pedagogical Content Knowledge in Mathematics. International Journal of Early Childhood, 49(2), 229-243.
  • Luneta, K. (2014). Foundation phase teachers'(limited) knowledge of geometry. South African Journal of Childhood Education, 4(3), 71-86.
  • Marchis, I. (2012). Preservice Primary School Teachers' Elementary Geometry Knowledge. Acta Didactica Napocensia, 5(2), 33-40.
  • MEB [Milli Eğitim Bakanlığı], (2013a). Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü, 36-72 aylık çocuklar için okul öncesi eğitim programı. Ankara: Milli Eğitim Bakanlığı.
  • MEB [Milli Eğitim Bakanlığı], (2013b). Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü, 0-36 aylık çocuklar için eğitim programı. Ankara: Milli Eğitim Bakanlığı.
  • MEB [Milli Eğitim Bakanlığı], (2017). Öğretmenlik Mesleği Genel Yeterlikleri. Ankara: Millî Eğitim Basımevi.
  • Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C. ve Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement?. Early childhood research quarterly, 36, 550-560.
  • Nieuwoudt, H. D. ve van Niekerk, R. (1997). The spatial competence of young children through the development of solids. Chicago: American Educational Research Association.
  • NCTM (National Council of Teachers of Mathematics) (2006). Curriculum focal points for prekindergarten through grade 8 mathe-matics: A quest for coherence. Reston: National Council of Teaching Mathematics.
  • OECD [The Organisation for Economic Co-operation and Development], (2013). Teachers’ Pedagogical Knowledge and the Teaching Profession. OECD.
  • OME [Ontario Ministry of Education], (2011). Maximizing Student Mathematical Learning in the Early Years. Ontario: OME.
  • Park, J. (2012). Review on relation between knowledge for teaching mathematics and student learning. Journal of Educational Research in Mathematics. 22(1), 39-52. Park, S. ve Oliver, J. S. (2008). Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as a conceptual tool to understand teachers as professionals. Research in science Education, 38(3), 261-284.
  • PDST [Professional Development Service for Teachers], (2013). Shape and Space Manual: Guide to Teaching and Learning in Irish Primary Schools. Dublin: PDST.
  • Rapport, F. (2010). Summative analysis: A qualitative method for social science and health research, International Journal of Qualita-tive Methods, 9(3), 270-290.
  • Rudd, L. C., Lambert, M. C., Satterwhite, M. ve Zaier, A. (2008). Mathematical language in early childhood settings: What really counts?. Early Childhood Education Journal, 36(1), 75-80.
  • Sarama, J. ve Clements, D. H. (2004). Preschoolers getting in shape. Teaching young Children. 7(5), 30-31.
  • Shulman, L. S. (1987). Knowledge and teaching: foundation of the new reform. Harvard Educational Review, 57 (1), 1-21.
  • Shusterman, A., Ah Lee, S. ve Spelke, E. S. (2008). Young children's spontaneous use of geometry in maps. Developmental Science, 11(2), F1-F7.
  • Smith, S. P. (2009). Exploring the relationship between teacher content knowledge and student learning. In Proceedings of the NARST Annual Meeting.
  • Tchoshanov, M., Lesser, L. M., & Salazar, J. (2008). Teacher knowledge and student achievement: Revealing patterns. NCSM Journal, 38, 39-49.
  • Tepetaş, G. Ş., ve Haktanır, G. (2013). 6 yaş çocuklarının temel kavram bilgi düzeylerini desteklemeye yönelik öyküleştirme yöntemine dayalı bir eğitim uygulaması. Eğitim ve Bilim, 38(169), 62-79.
  • Tsamir, P., Tirosh, D., Levenson, E., Tabach, M. ve Barkai, R. (2012). Conceptualizing pre-school teachers’ knowledge and self-efficacy for teaching mathematics: The CAMTE framework. In Perspectives on Early Mathematics Conference (POEM).
  • Van de Walle, J., Karp, K.S. & Bay-Williams, J.M. (2013). Elementary and Middle School Mathematics Teaching Developmentally. (8.Baskı). Pearson.
  • Vosniadou, S., ve Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive psychology, 24(4), 535-585.
  • Weigel, D., Byington, T. Ve Kim, Y. (2016). Math in the Preschool Classroom: Spatial Relations, Geometry and Measurement. University of Nevada Cooperative Extension.
  • Whitman, E. (2015). Teacher mathematics language: Its use in the early childhood classroom and relationship with young children's learning. (Yayınlanmamış Doktora Tezi). Loyala University.
  • Yıldırım, A. ve Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (8.baskı). Ankara: Seçkin Yayıncılık.
  • Zhang, Y. (2015). Pedagogical content knowledge in early mathematics: What teachers know and how it associates with teaching and learning. (Yayınlanmamış Doktora Tezi). Loyala University.
There are 61 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Halil İbrahim Korkmaz 0000-0002-0424-6150

Ömer Şahin 0000-0001-7449-3627

Publication Date December 31, 2019
Submission Date January 14, 2019
Published in Issue Year 2019 Volume: 13 Issue: 2

Cite

APA Korkmaz, H. İ., & Şahin, Ö. (2019). Okul Öncesi Öğretmen Adaylarının Köşeli Şekillere İlişkin Alan Bilgilerinin İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 13(2), 588-619. https://doi.org/10.17522/balikesirnef.512595