Research Article
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The Effect of The Manipulative Materials on The Early Mathematical Skills

Year 2020, Volume: 9 Issue: 3, 492 - 500, 05.10.2020
https://doi.org/10.14686/buefad.620085

Abstract

The aim of this study is to examine the effect of the manipulative materials on the early mathematical skills of the preschool children. The research is a quantitative study in experimental design. The study group of the research was composed of 45 children, 22 experimental group and 23 control group, who are 60-72-month and attending the preschool education in the 2015-2016 educational year. The Demographic Information Form and the Test of Early Mathematics Ability-Third Edition (TEMA-3) were used as the data collection tool. For the children in the experimental group, a learning environment was established outside the classroom environment and the children interacted with the manipulative mathematical materials for six weeks. As a result of the analyses performed, a statistically significant difference was found between the pretest-posttest average scores of the children in the experimental group in favor of the posttest; a statistically significant difference was found between the posttest average scores of the children in the experimental and control group in favor of the experimental group. According to this result, it was determined that the manipulative mathematical materials had positive effects on the early mathematical skills of preschool children

Thanks

This study was presented as an oral presentation at the X. International Congress of Educational Research, which was performed in Nevşehir, on 27-30 April 2018. We would like to thank the children who participated in the study and Nurbanu Parpucu, who contributed in a part of data collection process and whose name was included in the abstract.

References

  • Akyol, S. (2011). The effects of social constructivist learning environment design on academic achievement and learning retention of learners [Science and technology course at the 5th grade of primary school]. Unpublished master’s thesis. Yıldız Technical University, İstanbul, Turkey.
  • Ball, D. L. (1992). Magical hopes: Manipulatives and the reform of math education. American Educator: The Professional Journal of the American Federation of Teachers, 16(2), 14-18.
  • Bliss, S. (2006). Test review: Test of Early Mathematics Ability-Third Edition. Journal of Psychoeducational Assessment, 24(1), 85-98.
  • Boggan, M., Harper, S. & Whitmire, A. (2010). Using manipulatives to teach elementary mathematics. Journal of Instructional Pedagogies, 3(1), 1-6.
  • Castro, M. A. (2006). Preparing elementary preservice teachers to use mathematics curriculum materials. The Mathematics Educator, 16(2), 14-24.
  • Cope, L. (2015). Math manipulatives: Making the abstract tangible. Delta Journal of Education, 5(1), 10-19.
  • Dağlıoğlu, H. E., Genç, H., & Dağlı, H. (2017). Gelişimsel açıdan okul öncesi dönemde matematik eğitimi [Developmental mathematics education in preschool period]. In İ. Ulutaş (Ed.), Okul öncesinde matematik eğitimi [Mathematic education in preschool] (pp. 11-40). Ankara: Hedef Publishing.
  • Erdoğan, S. & Baran, G. (2006). Erken Matematik Yeteneği Testi-3 (TEMA-3)’ün 60-72 aylar arasında olan çocuklar için uyarlama çalışması [The study of adaptation Test of Early Mathematics Ability-3 (TEMA-3) for 60-72 month old children]. Journal of Contemporary Education Academic, 31(332), 32-38.
  • Erdoğan, S., Parpucu, N., & Boz, M. (2017). Sayı ve işlemlerle ilgili matematik materyallerinin okul öncesidönem çocuklarının matematik becerisine etkisi [The effects of educational materials focusing on numbers and operations on mathematical ability of preschool children]. Elementary Education Online, 16(4), 1777-1791.
  • Ergün, M. & A. Özdaş. (1997). Öğretim ilke ve yöntemleri [Teaching principle and methods]. İstanbul: Kaya Typography.
  • Ersoy, E. (2013). Nicel araştırma yöntemleri [Quantitative research methods]. In S. Baştürk (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (pp. 339-374). Ankara: Vize Publishing.
  • Fraser, B. J. & Fisher, D. L. (1983). Assesment of classroom psychosocial environment. Retrieved 02 March 2018, from https://files.eric.ed.gov/fulltext/ED228296.pdf.
  • Ginsburg, H. P. & Baroody, A. J. (2003). Test of Early Mathematics Ability-Third Edition. Austin, TX: Pro-Ed.
  • Gürbüz, R. (2007). Olasılık konusunda geliştirilen materyallere dayalı öğretime ilişkin öğretmen ve öğrenci görüşleri [Students’ and their teachers’ opinions about the instruction based on the materials on probability subject]. Kastamonu Education Journal, 15(1), 259-270.
  • Heddens, J. (1986). Bridging the gap between the concrete and the abstract. Arithmetic Teacher, 33(6), 14-17.
  • Hynes, M., (1986). Selection criteria. Arithmetic Teacher, 33(6), 11–13.
  • Karasar, N. (2013). Bilimsel araştırma yöntemi. (25. Baskı). [Scientific research methods. (25th ed.)]. Ankara: Nobel Publishing.
  • Kontaş, H. (2016). The effect of manipulatives on mathematics achievement and attitudes of secondary school students. Journal of Education and Learning, 5(3), 10-20.
  • Kutluca, T. & Akın, M. F. (2013). Somut materyallerle matematik öğretimi: Dört kefeli cebir terazisi kullanımı üzerine nitel bir çalışma [Teaching of mathematics with concrete materials: Qualitative study on using four-quadrant algebraic scales]. Turkish Journal of Computer and Mathematics Education, 4(1), 48-65.
  • Laski, E., Jor’dan, J., Daoust, C., & Murray, A. K. (2015). What makes mathematics manipulatives effective? Lessons from cognitive science and Montessori education. SAGE Open, 1-8. doi.org/10.1177/2158244015589588.
  • Liggett, R. S. (2017). The impact of use of manipulatives on the math scores of grade 2 students. Brock Education Journal, 26(2), 87-99.
  • Marshall, L. & Swan, P. (2008). Exploring the use of mathematics manipulative materials: Is it what we think it is? EDU-COM 2008 International Conference, 338-350.
  • McRobbie, C. J. & Fraser, B. J. (1993). Associations between student outcomes and psychosocial science environments. Journal of Educational Research, 87, 78–85.
  • National Council of Teachers of Mathematics (NCTM) (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author
  • Ojose, B. & Sexton, L. (2009). The effect of manipulatives materials on mathematics achievement of first grade students. The Mathematics Educator, 12(1), 3-14.
  • Piaget, J. (1952). The child’s concept of number. New York: Humanities Press.
  • Remillard, J. (2000). Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text. Elementary School Journal, 100(4), 331–350.
  • Skemp, R. R. (1987). The psychology of learning mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Sowell, E. (1989). Effects of manipulative materials in mathematics instruction. Journal for Research in Mathematics Education, 20(5), 498-505.
  • Swan, P. & Marshall, L. (2010). Revisiting mathematics manipulative materials. Australian Primary Mathematics Classroom, 15(2), 13-20.
  • Toptaş, V. (2008). Geometri alt öğrenme alanlarının öğretiminde kullanılan öğretim materyalleri ile öğretme-öğrenme sürecinin bir birinci sınıfta incelenmesi [An examination of the teaching-learning process and teaching materials used in the instruction of geometry sub-learning fields in a first grade classroom]. Ankara University Journal of Faculty of Educational Sciences, 41(1), 299-323.
  • Yalın, H. İ. (2004). Öğretim teknolojileri ve materyal geliştirme. (10. Baskı) [Instructional technology and material development. (10th ed.)]. Ankara: Nobel Publishing.
  • Yaşar, Ş. (1998). Yapılandırmacı kuram ve öğrenme-öğretme süreci [Constructivist theory and learning-teaching process]. VII. National Conference on Educational Science, Proceeding Book, 695-701. Konya: Selçuk University Publishing.

Manipülatif Materyallerin Erken Matematik Becerilerine Etkisi

Year 2020, Volume: 9 Issue: 3, 492 - 500, 05.10.2020
https://doi.org/10.14686/buefad.620085

Abstract

Bu çalışmanın amacı, manipulatif materyallerin okul öncesi dönemdeki çocukların erken matematik becerilerine etkisinin incelenmesidir. Araştırma deneysel desende nicel bir çalışmadır. Araştırmanın çalışma grubunu 60-72 aylık olan ve 2015-2016 eğitim-öğretim yılında okul öncesi eğitime devam eden 22’si deney, 23’ü kontrol grubunda olmak üzere toplam 45 çocuk oluşturmaktadır. Veri toplama aracı olarak Demografik Bilgi Formu ve Erken Matematik Yeteneği Testi-3 (TEMA-3) kullanılmıştır. Deney grubundaki çocuklar için, sınıf ortamının dışında bir öğrenme ortamı oluşturulmuş ve bu ortamda çocukların altı hafta boyunca manipulatif matematik materyalleri ile etkileşim kurmaları sağlanmıştır. Yapılan analizler sonucunda, deney grubunu oluşturan çocukların öntest-sontest puan ortalamaları arasında son test lehine; deney ve kontrol grubundaki çocukların sontest puan ortalamaları arasında da deney grubu lehine istatistiksel olarak anlamlı bir fark bulunmuştur. Bu sonuca göre, manipülatif matematik materyallerinin okul öncesi dönemdeki çocukların erken matematik becerileri üzerinde olumlu etkisinin olduğu belirlenmiştir.

References

  • Akyol, S. (2011). The effects of social constructivist learning environment design on academic achievement and learning retention of learners [Science and technology course at the 5th grade of primary school]. Unpublished master’s thesis. Yıldız Technical University, İstanbul, Turkey.
  • Ball, D. L. (1992). Magical hopes: Manipulatives and the reform of math education. American Educator: The Professional Journal of the American Federation of Teachers, 16(2), 14-18.
  • Bliss, S. (2006). Test review: Test of Early Mathematics Ability-Third Edition. Journal of Psychoeducational Assessment, 24(1), 85-98.
  • Boggan, M., Harper, S. & Whitmire, A. (2010). Using manipulatives to teach elementary mathematics. Journal of Instructional Pedagogies, 3(1), 1-6.
  • Castro, M. A. (2006). Preparing elementary preservice teachers to use mathematics curriculum materials. The Mathematics Educator, 16(2), 14-24.
  • Cope, L. (2015). Math manipulatives: Making the abstract tangible. Delta Journal of Education, 5(1), 10-19.
  • Dağlıoğlu, H. E., Genç, H., & Dağlı, H. (2017). Gelişimsel açıdan okul öncesi dönemde matematik eğitimi [Developmental mathematics education in preschool period]. In İ. Ulutaş (Ed.), Okul öncesinde matematik eğitimi [Mathematic education in preschool] (pp. 11-40). Ankara: Hedef Publishing.
  • Erdoğan, S. & Baran, G. (2006). Erken Matematik Yeteneği Testi-3 (TEMA-3)’ün 60-72 aylar arasında olan çocuklar için uyarlama çalışması [The study of adaptation Test of Early Mathematics Ability-3 (TEMA-3) for 60-72 month old children]. Journal of Contemporary Education Academic, 31(332), 32-38.
  • Erdoğan, S., Parpucu, N., & Boz, M. (2017). Sayı ve işlemlerle ilgili matematik materyallerinin okul öncesidönem çocuklarının matematik becerisine etkisi [The effects of educational materials focusing on numbers and operations on mathematical ability of preschool children]. Elementary Education Online, 16(4), 1777-1791.
  • Ergün, M. & A. Özdaş. (1997). Öğretim ilke ve yöntemleri [Teaching principle and methods]. İstanbul: Kaya Typography.
  • Ersoy, E. (2013). Nicel araştırma yöntemleri [Quantitative research methods]. In S. Baştürk (Ed.), Bilimsel araştırma yöntemleri [Scientific research methods] (pp. 339-374). Ankara: Vize Publishing.
  • Fraser, B. J. & Fisher, D. L. (1983). Assesment of classroom psychosocial environment. Retrieved 02 March 2018, from https://files.eric.ed.gov/fulltext/ED228296.pdf.
  • Ginsburg, H. P. & Baroody, A. J. (2003). Test of Early Mathematics Ability-Third Edition. Austin, TX: Pro-Ed.
  • Gürbüz, R. (2007). Olasılık konusunda geliştirilen materyallere dayalı öğretime ilişkin öğretmen ve öğrenci görüşleri [Students’ and their teachers’ opinions about the instruction based on the materials on probability subject]. Kastamonu Education Journal, 15(1), 259-270.
  • Heddens, J. (1986). Bridging the gap between the concrete and the abstract. Arithmetic Teacher, 33(6), 14-17.
  • Hynes, M., (1986). Selection criteria. Arithmetic Teacher, 33(6), 11–13.
  • Karasar, N. (2013). Bilimsel araştırma yöntemi. (25. Baskı). [Scientific research methods. (25th ed.)]. Ankara: Nobel Publishing.
  • Kontaş, H. (2016). The effect of manipulatives on mathematics achievement and attitudes of secondary school students. Journal of Education and Learning, 5(3), 10-20.
  • Kutluca, T. & Akın, M. F. (2013). Somut materyallerle matematik öğretimi: Dört kefeli cebir terazisi kullanımı üzerine nitel bir çalışma [Teaching of mathematics with concrete materials: Qualitative study on using four-quadrant algebraic scales]. Turkish Journal of Computer and Mathematics Education, 4(1), 48-65.
  • Laski, E., Jor’dan, J., Daoust, C., & Murray, A. K. (2015). What makes mathematics manipulatives effective? Lessons from cognitive science and Montessori education. SAGE Open, 1-8. doi.org/10.1177/2158244015589588.
  • Liggett, R. S. (2017). The impact of use of manipulatives on the math scores of grade 2 students. Brock Education Journal, 26(2), 87-99.
  • Marshall, L. & Swan, P. (2008). Exploring the use of mathematics manipulative materials: Is it what we think it is? EDU-COM 2008 International Conference, 338-350.
  • McRobbie, C. J. & Fraser, B. J. (1993). Associations between student outcomes and psychosocial science environments. Journal of Educational Research, 87, 78–85.
  • National Council of Teachers of Mathematics (NCTM) (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author
  • Ojose, B. & Sexton, L. (2009). The effect of manipulatives materials on mathematics achievement of first grade students. The Mathematics Educator, 12(1), 3-14.
  • Piaget, J. (1952). The child’s concept of number. New York: Humanities Press.
  • Remillard, J. (2000). Can curriculum materials support teachers' learning? Two fourth-grade teachers' use of a new mathematics text. Elementary School Journal, 100(4), 331–350.
  • Skemp, R. R. (1987). The psychology of learning mathematics. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Sowell, E. (1989). Effects of manipulative materials in mathematics instruction. Journal for Research in Mathematics Education, 20(5), 498-505.
  • Swan, P. & Marshall, L. (2010). Revisiting mathematics manipulative materials. Australian Primary Mathematics Classroom, 15(2), 13-20.
  • Toptaş, V. (2008). Geometri alt öğrenme alanlarının öğretiminde kullanılan öğretim materyalleri ile öğretme-öğrenme sürecinin bir birinci sınıfta incelenmesi [An examination of the teaching-learning process and teaching materials used in the instruction of geometry sub-learning fields in a first grade classroom]. Ankara University Journal of Faculty of Educational Sciences, 41(1), 299-323.
  • Yalın, H. İ. (2004). Öğretim teknolojileri ve materyal geliştirme. (10. Baskı) [Instructional technology and material development. (10th ed.)]. Ankara: Nobel Publishing.
  • Yaşar, Ş. (1998). Yapılandırmacı kuram ve öğrenme-öğretme süreci [Constructivist theory and learning-teaching process]. VII. National Conference on Educational Science, Proceeding Book, 695-701. Konya: Selçuk University Publishing.
There are 33 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Menekşe Boz This is me 0000-0002-6218-105X

Gonca Uludağ 0000-0001-5665-9363

Serap Erdoğan 0000-0001-6149-4460

Publication Date October 5, 2020
Published in Issue Year 2020 Volume: 9 Issue: 3

Cite

APA Boz, M., Uludağ, G., & Erdoğan, S. (2020). The Effect of The Manipulative Materials on The Early Mathematical Skills. Bartın University Journal of Faculty of Education, 9(3), 492-500. https://doi.org/10.14686/buefad.620085

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