Preschool Teachers’ Pedagogical Content Knowledge Regarding the Concept of Numbers

Year 2024, Volume: 53 Issue: 2, 652 - 680, 29.08.2024

Nurcan Satan , Kübra Aksakal , Ayşe Bağdat , Mesture Kayhan Altay

https://doi.org/10.14812/cuefd.1326946

Abstract

The current study examines preschool teachers' pedagogical content knowledge of number concepts (counting principles) and relationships between numbers (part-whole relation and subitizing) from the perspectives of knowledge of student, knowledge of teaching, and knowledge of curriculum. The study makes use of qualitative research method, for which data were gathered through semi-structured interviews with nine preschool teachers with varying years of experience in the field. The data were analysed using a content analysis method, and the results were divided into three categories: student knowledge, pedagogical knowledge, and curriculum knowledge. The results showed that preschool teachers valued counting principles in mathematics classes and frequently incorporated game-integrated activities into their lessons to help students with counting. The most emphasized student errors by preschool teachers were one-to-one correspondence and the principle of cardinality. The results further suggested that teachers lacked pedagogical content knowledge of the part-whole relationship because they could only connect it to addition and skip counting. They interpreted the part-to-whole relationship of numbers as equal sharing, it was further discovered. It was worthy of note that the participants did not mention subitizing, or conceptual and perceptual subitizing, but managed to list the features of subitizing accurately while talking about the examples given. In order to improve teachers' pedagogical content knowledge, in-service seminars or trainings can be organized that emphasize the relationships between numbers (part-whole relationship, subitizing, etc.).

Keywords

Preschool Teacher, Pedagogical Content Knowledge, Counting Principles, Part-Whole Relation, Subitizing

Okul Öncesi Öğretmenlerinin Sayı Kavramına İlişkin Pedagojik Alan Bilgileri

Abstract

Bu çalışmanın amacı, okul öncesi öğretmenlerinin sayı kavramlarına (sayma ilkeleri) ve sayılar arasındaki ilişkilere (parça-bütün ilişkisi ve şipşak sayma) yönelik pedagojik alan bilgilerini öğrenci bilgisi, öğretim bilgisi ve öğretim programı bilgisi bileşenleri çerçevesinde incelemektir. Çalışmada nitel araştırma yöntemi benimsenmiştir. Veriler, farklı mesleki deneyim yıllarına sahip dokuz okul öncesi öğretmeniyle yapılan yarı yapılandırılmış görüşmeler aracılığıyla toplanmıştır. Verilerin analizinde içerik analiz yöntemi kullanılmıştır. Çalışmada elde edilen bulgular öğrenci bilgisi, öğretim bilgisi ve öğretim programı bilgisi olmak üzere üç başlık altında sınıflandırılmıştır. Çalışmanın sonuçları, okul öncesi öğretmenlerinin matematik sınıflarında sayma ilkelerini önemsedikleri ve derslerinde ağırlıklı olarak oyun içine entegreli sayma ilkelerini geliştirici etkinlikler kullandıklarını göstermektedir. Okul öncesi öğretmenlerinin en çok vurguladıkları öğrenci hataları bire bir eşleme ve kardinal değer ilkesi olmuştur. Çalışmada öğretmenlerin parça bütün ilişkisi ile ilgili pedagojik alan bilgisi eksiklerinin olduğu, parça bütün ilişkisini toplama işlemi ve ritmik sayma ile ilişkilendirebildikleri görülmüştür. Ayrıca sayıların parça-bütün ilişkisini eş paylaştırma olarak algıladıkları belirlenmiştir. Okul öncesi öğretmenlerinin şipşak sayma, kavramsal ve algısal şipşak sayma kavramlarını ifade etmedikleri fakat görüşme sorularında verilen örnek durumlarda kavramlarla ilgili özelliklerden doğru bir şekilde bahsettikleri görülmüştür. Öğretmenlerin pedagojik alan bilgilerini geliştirmek amacıyla sayılar arasındaki ilişkilere (parça-bütün ilişkisi, şipşak sayma gibi) vurgu yapan hizmet içi seminerler veya eğitimler düzenlenebilir.

Keywords

Okul Öncesi Öğretmeni, Pedagojik Alan Bilgisi, Sayma İlkeleri, Parça-Bütün İlişkisi, Şipşak Sayma

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