Erken Çocuklukta Özel Eğitim Alanındaki Sayı Kavramı ve Sayma Becerilerine İlişkin Araştırmaların İncelenmesi: Sistematik Derleme

Year 2024, Volume: 53 Issue: 244, 2149 - 2174, 01.11.2024

Sultan Kaya , İbrahim Halil Diken , Veysel Aksoy

https://doi.org/10.37669/milliegitim.1274348

Abstract

Erken çocukluk özel eğitiminde matematik becerilerine ilişkin yapılan çalışmalar, özel gereksinimli öğrencilerin günlük yaşama katılımını desteklemekte ve bu dönemdeki çocuklara sunulacak hizmetlerin belirlenebilmesi ve yaygınlaştırılabilmesi açısından önem taşımaktadır. Özellikle sayı kavramı ve sayma becerilerinin diğer matematik becerileri için ön koşul beceriler olma özelliği taşıdığı ifade edilmektedir. Bu çalışmanın amacı, erken çocukluk dönemindeki özel gereksinimli veya risk altındaki çocuklara sayı kavramı veya sayma becerilerinin öğretimine yönelik gerçekleştirilmiş araştırmaların katılımcılar, yöntem ve sonuçlar açısından kapsamlı betimsel analizini yapmaktır. Bu amaçla belirlenen anahtar kelimeler ile çeşitli veri tabanları taranmış ve toplam 186 araştırmaya ulaşılmıştır. Tarama sürecinde belirlenen sistematik adımlar izlenerek 62 makale incelenmiştir. Son olarak dahil etme ve dışlama ölçütleri doğrultusunda elde edilen toplam 15 çalışma araştırma kapsamında analiz edilmiştir. Dahil edilen araştırmalardan altı tanesinin tek denekli ve dokuz tanesinin ise deneysel araştırmalar ile desenlendiği belirlenmiştir. Araştırmaların sonuçları erken çocukluk döneminde özel gereksinimli ve risk altında olan çocukların sayı kavramı veya sayma becerileri kapsamında öğretilen becerileri öğrenebildiklerini göstermektedir. Bu konu alanında gerçekleştirilmiş olan çalışmaların sınırlı sayıda olduğu görülmektedir. Bu çalışmada varılan sonuçlar erken çocukluk dönemi özel eğitim çalışmaları kapsamında matematik becerilerine ilişkin çalışmaların çeşitlendirilmesi gerektiğini ortaya koymaktadır.

Keywords

erken çocukluk, özel eğitim, matematik, sayı kavramı, sayma becerileri, sistematik derleme

References

• Arnas-Aktaş, Y., Gül-Deretarla, E., ve Sığırtmaç, A. (2003). 48-86 ay çocuklar için sayı ve işlem kavramları testi'nin geçerlilik ve güvenirlik çalışması. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(12), 147-157.
• Aromataris, E., and Pearson, A. (2014). The systematic review: An overview. AJN The American Journal of Nursing, 114(3), 53-58. https://doi.org/10.1097/01.NAJ.0000444496.24228.2
• Aubrey, C., Dahl, S., and Godfrey, R. (2006). Early mathematics development and later achievement: Further evidence. Mathematics Education Research Journal, 18, 21-46. https://doi.org/10.1007/BF03217428
• Aunio, P., and Mononen, R. (2018). The effects of educational computer game on low-performing children’s early numeracy skills an intervention study in a preschool setting. European journal of special needs education, 33(5), 677-691. https://doi.org/10.1080/08856257.2017.1412640
• Aydın, O., ve Cavkaytar, A. (2020). Otizm spektrum bozukluğu olan bir çocuğa temel matematik becerilerinin öğretiminde baba eğitim programının etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(1), 71-93. https://doi.org/10.21565/ozelegitimdergisi.523342
• Aydoğan, Y., Akkaya, R., ve Özyürek, A. (2020). Erken Matematik Testi (EMAT) geliştirilmesi, geçerlik ve güvenirlik çalışması. Türk Eğitim Bilimleri Dergisi, 18(1), 326-350. https://doi.org/10.37217/tebd.706828
• Baroody, A. J. (2000). Does mathematics instruction for three- to five-year-olds really make sense? Young Children, 55(4), 61-67.
• Björklund, C., van den Heuvel-Panhuizen, M., and Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM Mathematics Education, 52(4), 607-619. https://doi.org/10.1007/s11858-020-01177-3
• Brueggemann, A., and Gable, S. (2018). Preschoolers’ selective sustained attention and numeracy skills and knowledge. Journal of Experimental Child Psychology, 171, 138-147. https://doi.org/10.1016/j.jecp.2018.02.001
• Butterworth, B. (2005). The development of arithmetical abilities. J Child Psychol Psychiatry, 46(1), 3-18.
• Chan, D. W., Ho, C. S. H., Tsang, S. M., Lee, S. H., and Chung, K. K. (2007). Prevalence, gender ratio and gender differences in reading‐related cognitive abilities among Chinese children with dyslexia in Hong Kong. Educational Studies, 33(2), 249-265. https://doi.org/10.1080/03055690601068535
• Charitaki, G., Soulis, S. G., and Alevriadou, A. (2021). Factor structure of early numeracy: evaluation of a measurement model in greek-speaking children with intellectual disabilities. International Journal of Developmental Disabilities, 1-10. https://doi.org/10.1080/20473869.2021.1950496
• Charlesworth, R., and Lind, K. K. (2010). Math and science for young children. Wadsworth/Cencage Learning.
• Claessens, A., and Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29. https://doi.org/10.1177/016146811311500603
• Clarke, B., Cil, G., Smolkowski, K., Sutherland, M., Turtura, J., Doabler, C. T., ..., and Baker, S. K. (2020). Conducting a cost-effectiveness analysis of an early numeracy intervention. School Psychology Review, 49(4), 359-373. https://doi.org/10.1080/2372966X.2020.1761236
• Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., and Strand Cary, M. (2016a). Examining the efficacy of a Tier 2 kindergarten mathematics intervention. Journal of Learning Disabilities, 49(2), 152-165. https://doi.org/10.1177/0022219414538514
• Clarke, B., Doabler, C., Smolkowski, K., Kurtz Nelson, E., Fien, H., Baker, S. K., and Kosty, D. (2016b). Testing the immediate and long-term efficacy of a tier 2 kindergarten mathematics intervention. Journal of Research on Educational Effectiveness, 9(4), 607-634. https://doi.org/10.1080/19345747.2015.1116034
• Clarke, B., Turtura, J., Lesner, T., Cook, M., Smolkowski, K., Kosty, D., and Doabler, C. T. (2022). A conceptual replication of a kindergarten math intervention within the context of a research-cased core. Exceptional Children, 89(1), 42-59. https://doi.org/10.1177/00144029221088938
• Clements, D. H., and Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38(2), 136-163. https://doi.org/10.2307/30034954
• Clements, D. H., and Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. Routledge.
• Dobbs, J., Doctoroff, G. L., and Fisher, P. H. (2003). Early childhood corner: The “math is everywhere” preschool mathematics curriculum. Teaching Children Mathematics, 10(1), 20-22. https://doi.org/10.5951/TCM.10.1.0020
• Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. https://doi.org/10.1037/0012-1649.43.6.1428.
• Edyburn, D. L. (2013). Critical issues in advancing the special education technology evidence base. Exceptional Children, 80(1), 7-24. https://doi.org/10.1177/001440291308000107
• Eliason, C., and Jenkins, L. (2008). A practical guide to early childhood curriculum. Merrill Prentice Hall.
• Erkaraman, H. K., Yıkmış, A., ve Terzioğlu, N. K. (2022). Otizmli öğrencilere basamak değerinin öğretiminde somut-yarı somut-soyut öğretim stratejisinin etkililiği. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(2), 480-499. https://doi.org/10.31592/aeusbed.1100487
• Feigenson, L., Dehaene, S., and Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307-314. https://doi.org/10.1016/j.tics.2004.05.002
• Fisher, P. H., Dobbs-Oates, J., Doctoroff, G. L., and Arnold, D. H. (2012). Early math interest and the development of math skills. Journal of Educational Psychology, 104(3), 673-681. https://doi.org/10.1037/a0027756
• Geary, D. C., vanMarle, K., Chu, F. W., Rouder, J., Hoard, M. K., and Nugent, L. (2018). Early conceptual understanding of cardinality predicts superior school-entry number-system knowledge. Psychological Science, 29(2), 191-205. https://doi.org/10.1177/0956797617729817
• Gersten, R. M., Beckmann, S., Clarke, B., Foegen, A., March, L., Star, J. R., and Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (Practice Guide Report No. NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
• Göbel, S. M., Watson, S. E., Lervåg, A., and Hulme, C. (2014). Children’s arithmetic development it is number knowledge, not the approximate number sense, that counts. Psychological Science, 25(3), 789-798. https://doi.org/10.1177/0956797613516471
• Gurganus, S. P. (2017). Math instruction for learning problems. Routledge.
• Jordan, N. C., and Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental Disabilities Research Reviews, 15(4), 60-68. https://doi.org/10.1002/ddrr.46
• Harris, J. D., Quatman, C. E., Manring, M. M., Siston, R. A., and Flanigan, D. C. (2014). How to write a systematic review. The American journal of sports medicine, 42(11), 2761-2768. https://doi.org/10.1177/0363546513497567
• Hellstrand, H., Korhonen, J., Linnanmäki, K., and Aunio, P. (2020). The Number Race–computer-assisted intervention for mathematically low-performing first graders. European Journal of Special Needs Education, 35(1), 85-99. https://doi.org/10.1080/13488678.2019.1615792
• Hinton, V. M., Flores, M. M., Schweck, K., and Burton, M. E. (2016). The effects of a supplemental explicit counting intervention for preschool children. Preventing School Failure: Alternative Education for Children and Youth, 60(3), 183-193. https://doi.org/10.1080/1045988X.2015.1065400
• Ingelin, B. L., Intepe-Tingir, S., and Hammons, N. C. (2021). Increasing the number sense understanding of preschool students with ASD. Topics in Early Childhood Special Education, 1-13. https://doi.org/10.1177/02711214211006190
• King, S. A., Lemons, C. J., and Davidson, K. A. (2016). Math interventions for students with autism spectrum disorder: A best-evidence synthesis. Exceptional Children, 82(4), 443-462. https://doi.org/10.1177/001440291562506
• Lee, J. S., and Ginsburg, H. P. (2007). Preschool teachers' beliefs about appropriate early literacy and mathematics education for low- and middle- SES children. Early Education & Development, 18(1), 111-143. https://doi.org/10.1080/10409280701274758
• Malofeeva, E., Day, J., Saco, X., Young, L., and Ciancio, D. (2004). Construction and evaluation of a number sense test with Head Start children. Journal of Educational Psychology, 96(4), 649–659. https://doi.org/10.1037/0022-0663.96.4.648
• Michael, S., Dittus, P., and Epstein, J. L. (2007). Family and community involvement in schools: Results from the school health in policies and programs of study 2006. Journal of School Health, 77(8), 567-587. https://doi.org/10.1111/j.1746-1561.2007.00236.x
• Mononen, R., and Aunio, P. (2016). Counting skills intervention for low-performing first graders. South African Journal of Childhood Education, 6(1), 1-9.
• National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. VA: Author.
• Nelson, G., and McMaster, K. L. (2019). The effects of early numeracy interventions for students in preschool and early elementary: A meta-analysis. Journal of Educational Psychology, 111(6), 1001. https://doi.org/10.1037/edu0000334
• Nelson, G., and Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities, 51(6), 523-539. https://doi.org/10.1177/0022219417714773
• Öztürk, H. Z., and Yıkmış, A. (2020). Tablet üzerinde eş zamanlı ipucuyla sunulan nokta belirleme tekniği kullanarak rakam-nesne eşleme öğretiminde dokunarak rakamları öğrenelim yazılımının etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(4), 639-662. https://doi.org/10.21565/ozelegitimdergisi.518651
• Park, S., and Nelson, G. (2022). The quality of outcome measure reporting in early numeracy intervention studies. Psychology in the Schools, 59(9), 1721-1736. https://doi.org/10.1002/pits.22726
• Sasanguie, D., De Smedt, B., Defever, E., and Reynvoet, B. (2012). Association between basic numerical abilities and mathematics achievement. British Journal of Developmental Psychology, 30, 344–357. https://doi.org/10.1111/j.2044-835X.2011.02048.x
• Shanley, L., Clarke, B., Doabler, C. T., Kurtz-Nelson, E., and Fien, H. (2017). Early number skills gains and mathematics achievement: Intervening to establish successful early mathematics trajectories. The Journal of Special Education, 51(3), 177-188. https://doi.org/10.1177/0022466917720455
• Strand-Cary, M., Kennedy, P. C., Shanley, L., and Clarke, B. (2021). Learning gains from the KinderTEK® iPad Math Program: Does timing of a preventative ıntervention matter? Journal of Special Education Technology, 36(4), 321-335. https://doi.org/10.1177/0162643420928336
• Root, J. R., Henning, B., and Jimenez, B. (2020). Building the early number sense of kindergarteners with autism: A replication study. Remedial and Special Education, 41(6), 378-388. https://doi.org/10.1177/0741932519873121
• Van Herwegen, J., Costa, H. M., Nicholson, B., and Donlan, C. (2018). Improving number abilities in low achieving preschoolers: Symbolic versus non-symbolic training programs. Research in developmental disabilities, 77, 1-11. https://doi.org/10.1016/j.ridd.2018.03.011
• Watts, G. W., Bryant, D. P., and Roberts, G. J. (2020). Effects of cross-age tutors with EBD for kindergarteners at risk of mathematics difficulties. Journal of Emotional and Behavioral Disorders, 28(4), 244-256. https://doi.org/10.1177/1063426619884271