Çocuklarının geometrik ve uzamsal düşünme becerilerini geliştirmeye yönelik sorgulama temelli matematik etkinlikleri

Abstract

Bu çalışma, sınıf içerisinde ve açık alanlarda yürütülen sorgulama temelli matematik etkinliklerinin okul öncesi dönemdeki çocukların geometrik ve uzamsal düşünme becerileri üzerindeki etkisini incelemeyi amaçlamıştır. Çalışmaya, yaşları 48 ila 66 ay arasında değişen 32 çocuk katılmıştır. Çalışmada Yarı Deneysel desenlerden Eşitlenmemiş Kontrol Gruplu Desen kullanılmıştır. Çalışmada bir kontrol ve iki deney grubu yer almıştır. Kontrol grubu rutin etkinliklerine devam ederken, yürütülen rutin etkinliklere ek olarak Deney Grubu 1’e sınıf içerisinde yürütülen sorgulama temelli matematik etkinlikleri, Deney Grubu 2’ye ise açık alanlarda yürütülen sorgulama temelli matematik etkinlikleri uygulanmıştır. Veri toplama aracı olarak Geometrik ve Uzamsal Düşünme Becerileri Testi kullanılmıştır. Bu çalışmanın sonuçlarına göre, sorgulama temelli matematik etkinlikleri okul öncesi çocukların geometrik ve uzamsal düşünme becerilerinin gelişimine katkı sağlamaktadır. Sorgulama temelli matematik etkinliklerinin sınıf içerisinde veya açık alanlarda uygulandığı deney grupları üzerindeki etkisi ise birbirine benzer bulunmuştur. Bu çalışmadan elde edilen sonuçların ardından ileri çalışmalar ve uygulamalar için bazı önerilerde bulunulmuştur.

Keywords

• Doğal açık alanlar
• Geometrik düşünme becerisi
• Okul öncesi eğitimi
• Okul öncesi matematik eğitimi
• Uzamsal düşünme becerisi

Inquiry-based mathematics activities to improve children’s geometric and spatial thinking skills

Abstract

This study aimed to investigate the impact of inquiry-based indoor and outdoor mathematics activities on pre-school children’s geometric and spatial thinking skills. Thirty-two children between 48 and 66 months old participated in the study. The study employed as a quasi-experimental research model and employed Non-equivalent Control Group Design. The design included one control group and two experimental groups. The control group continued regular curriculum activities while Experimental Group 1 was exposed to inquiry-based mathematics activities in the classroom, and Experimental Group 2 engaged in the same activities but outdoors, along with the regular curriculum activities. The Geometric and Spatial Thinking Skills Test was used as a data collection tool. According to the results of the study, inquiry-based mathematics activities contribute to preschoolers’ geometric and spatial thinking skills. The impact of inquiry-based mathematics activities on experimental groups were similar to each other. Some recommendations for further studies and implementations were made following the results of this study.

Keywords

• Geometric thinking skills
• Natural outdoors
• Pre-school education
• Pre-school mathematics education
• Spatial thinking skills

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