Comparing Turkish Early Childhood Education Curriculum with Respect to Common Core State Standards for Mathematics

Tuğba Öçal

Comparing Turkish Early Childhood Education Curriculum with Respect to Common Core State Standards for Mathematics

Abstract

Increasing recognition of mathematics in society and its effects in development of children takes attention to early childhood education and as a result early childhood curriculum. Although children have informal mathematical knowledge before they begin formal schooling, a qualified mathematics education during early childhood will enrich and prevent learning difficulties in further years. For this purpose, the aim of the study was to compare Turkish Early Childhood Education Curriculum (TECEC) objectives with respect to kindergarten level Common Core State Standards for Mathematics (CCSSM). The study carried out as a document analysis method. Results are presented under five domains of CCSSM; counting and cardinality, operations and algebraic thinking, number and operations in base ten, measurement and data, and geometry. Results of the study indicate that TECEC and CCSSM for kindergarten level have both similarities and differences. While CCSSM dedicate more time numbers than other topics, TECEC gives significance to many mathematical skills not specifically the numbers like geometry, measurement, etc. About numbers topic in CCSSM have in depth expectations from children. Some other differences are also seen in patterning topic in TECEC and in place value topic in CCSSM. More similarities are found in geometry domain in both TECEC and CCSSM.

Keywords

Turkish early childhood education curriculum,mathematics education,common core state standards

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Details

Primary Language

Turkish

Subjects

-

Journal Section

Research Article

Authors

Tuğba Öçal ^*
AĞRI İBRAHİM ÇEÇEN ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, TEMEL EĞİTİM BÖLÜMÜ, OKUL ÖNCESİ EĞİTİMİ ANABİLİM DALI
Türkiye

Publication Date

November 30, 2017

Submission Date

December 1, 2017

Acceptance Date

December 4, 2017

Published in Issue

Year 2017 Volume: 5 Number: 3

IZ

https://izlik.org/JA32AF86CG

Cite

RIS / Bibtex

APA

Öçal, T. (2017). Comparing Turkish Early Childhood Education Curriculum with Respect to Common Core State Standards for Mathematics. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 155-171. https://izlik.org/JA32AF86CG

AMA

1.Öçal T. Comparing Turkish Early Childhood Education Curriculum with Respect to Common Core State Standards for Mathematics. Derginin Amacı ve Kapsamı. 2017;5(3):155-171. https://izlik.org/JA32AF86CG

Chicago

Öçal, Tuğba. 2017. “Comparing Turkish Early Childhood Education Curriculum With Respect to Common Core State Standards for Mathematics”. Eğitimde Nitel Araştırmalar Dergisi 5 (3): 155-71. https://izlik.org/JA32AF86CG.

EndNote

Öçal T (November 1, 2017) Comparing Turkish Early Childhood Education Curriculum with Respect to Common Core State Standards for Mathematics. Eğitimde Nitel Araştırmalar Dergisi 5 3 155–171.

IEEE

[1]T. Öçal, “Comparing Turkish Early Childhood Education Curriculum with Respect to Common Core State Standards for Mathematics”, Derginin Amacı ve Kapsamı, vol. 5, no. 3, pp. 155–171, Nov. 2017, [Online]. Available: https://izlik.org/JA32AF86CG

ISNAD

Öçal, Tuğba. “Comparing Turkish Early Childhood Education Curriculum With Respect to Common Core State Standards for Mathematics”. Eğitimde Nitel Araştırmalar Dergisi 5/3 (November 1, 2017): 155-171. https://izlik.org/JA32AF86CG.

JAMA

1.Öçal T. Comparing Turkish Early Childhood Education Curriculum with Respect to Common Core State Standards for Mathematics. Derginin Amacı ve Kapsamı. 2017;5:155–171.

MLA

Öçal, Tuğba. “Comparing Turkish Early Childhood Education Curriculum With Respect to Common Core State Standards for Mathematics”. Eğitimde Nitel Araştırmalar Dergisi, vol. 5, no. 3, Nov. 2017, pp. 155-71, https://izlik.org/JA32AF86CG.

Vancouver

1.Tuğba Öçal. Comparing Turkish Early Childhood Education Curriculum with Respect to Common Core State Standards for Mathematics. Derginin Amacı ve Kapsamı [Internet]. 2017 Nov. 1;5(3):155-71. Available from: https://izlik.org/JA32AF86CG