Examining The Effectiveness of Methods Used In Teaching Basic Mathematical Concepts To Preschool Children
Abstract
Purpose: The aim of this study is to examine the teaching methods that can be used during the instruction of basic mathematical concepts to children in the early childhood period (48-60 months) and to determine which method is the most effective.
Design/Methodology/Approach: The study utilized a quasi-experimental design, which is one of the quantitative research methods. The study sample consisted of 44 children aged 48-60 months who were continuing their education at public kindergartens under the Ministry of National Education (MEB) in Istanbul. The "Boehm Preschool Basic Concepts Test-3 (BÖÖTKT-3)" was used as the data collection tool. Data were analyzed using descriptive and inferential statistics, and the effectiveness of each method was analyzed with a dependent sample t-test. In addition, variances were found to be homogeneously distributed (p > .05). Since these assumptions were met, the data were analyzed and compared using ANCOVA.
Findings: The findings from the analyses revealed that the most effective teaching method for teaching basic mathematical concepts in early childhood was the music-based method, among the methods of music-based instruction, drama, and direct instruction.
Highlights: Based on the results obtained from the findings, it is suggested that the music-based teaching method should be actively used in preschool mathematics education in order to increase children's learning outcomes in basic mathematical concepts.
Keywords
Boehm preschool basic concepts test-3, Concept teaching, Mathematics, Preschool
References
- Akman, B. (2002). Okulöncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23(23), 244-248.
- Akman, B. (2010). Erken çocuklukta matematik eğitimi. Ankara: Pegem Akademi.
- Anthony, G., & Walshaw, M. (2009). Mathematics education in the early years: Building bridges. Contemporary Issues in Early Childhood, 10(2), 107-121.
- Avcı, N., & Dere, H. (2002, Eylül). Okul öncesi çocuğu ve matematik. V. Ulusal Fen Bilimleri ve Matematik Kongresinde sunulan bildiri, Ankara.
- Aydede, M. N., & Matyar, F. (2009). Fen bilgisi öğretiminde aktif öğrenme yaklaşımının bilişsel düzeyde öğrenci başarısına etkisi. Journal of Turkish Science Education, 6(1), 115-127.
- Aytaş, G. (2013). Eğitim ve öğretimde alternatif bir yöntem: Yaratıcı drama. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (12), 35-54.
- Booth, J. L. (2011). Why can’t students get the concept of math. Perspectives on Language and Literacy, 37(2), 31-35.
- Bourbour, M., & Masoumi, D. (2017). Practise what you preach: The interactive whiteboard in preschool mathematics education. Early Child Development and Care, 187(11), 1819-1832.
- Charlesworth, R., & Lind, K. K. (2007). Math & Science for young children. New York: Thomson Delmar Learning Corporation.
- Çakmak, Ö. Ç. (2012). Okul öncesi eğitim kurumuna devam eden 60-71 aylık çocuklara temel kavramların kazandırılmasında kavram eğitimi programının etkisinin incelenmesi (Doktora tezi). Yükseköğretim Kurulu Ulusal Tez Merkezi'nden edinilmiştir. (Tez No. 325830)