Küçük Çocuklar İçin Büyük Matematik” Programının Çocukların Sayı Becerisine Etkisi

Öz

Matematik becerilerinden sayı becerisinin ilerleyen yıllardaki matematik edinimini sağlayan en önemli etken olduğu bilinmektedir. Bu nedenle erken dönemde sayı becerilerinin gelişiminin desteklenmesi önemlidir. Bu çalışma, küresel bir öğretim programını, “Küçük Çocuklar İçin Büyük Matematik” programı ile desteklemenin çocukların sayı becerisi gelişimini etkileyip etkilemediğini incelemektedir. Çalışmada, öntest-sontest deneysel desen kullanılmıştır. Yetmiş yedi anasınıfı çocuğu (38 deney; 39 karşılaştırma) çalışmaya katılmıştır. Altı hafta boyunca deney grubunda yer alan çocuklar, Milli Eğitim Bakanlığı’nın (MEB) programı ve “Küçük Çocuklar İçin Büyük Matematik” programına katılırken karşılaştırma grubundakiler sadece MEB programını deneyimlemiştir. Çocukların sayı becerisi, Anadolu Okulöncesi Matematik Beceri Ölçeği (ANOMAT) ile ölçülmüştür. Bulgular, “Küçük Çocuklar İçin Büyük Matematik” programı ile desteklenen küresel MEB programına maruz kalan çocukların, sadece MEB programını deneyimleyenlere göre daha fazla gelişim gösterdiklerini ortaya koymuştur. Sonuçlar, beceriye dayalı bir öğretim programıyla desteklenen küresel bir öğretim programının çocukların sayı becerisi üzerinde olumlu bir etkisi olduğunu göstermektedir.

Anahtar Kelimeler

• Anasınıfı
• sayı becerisi
• erken çocukluk
• küçük çocuklar için büyük matematik
• erken matematik eğitimi

The Impact of Big Math for Little Kids on Children’s Number Skills

Öz

It is acknowledged that, of the math skills, the number skills are the most significant factor which affects math achievement in the forthcoming grades. Thus, it is critical to support the development of number skills early in life. The present study examines whether supplementing a global curriculum with the Big Math for Little Kids (BMLK) affects the growth of children’s number skills. Pretest-posttest experimental design was used. Seventy-seven kindergarten children (38 experimental; 39 comparison) participated in the study. For six weeks, children in the experimental group were exposed to the Ministry of National Education (MoNE) program plus the BMLK while those in the comparison group only experienced the MoNE program. Children’s number skills were measured by the Anatolian Early Childhood Mathematics Skills Scale (ANOMAT). Findings indicated that children who were exposed to the global MoNE curriculum supplemented with the BMLK had greater gains than did those who experienced only the MoNE curriculum. The results indicate that a global curriculum supplemented with a skill-based curriculum has a positive impact on children’s number skills.

Anahtar Kelimeler

• kindergarten
• number skills
• early childhood
• big math for little kids
• early mathematics education

Kaynakça

1. Alat, Z. (2019). Kuramın uygulamayla buluşamadığı yer: Erken çocuklukta matematik eğitimi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 9(1), 1-20. doi: 10.17984/adyuebd.363791
2. Ansari, A., and Purtell, K. M. (2017). Activity settings in full-day kindergarten classrooms and children’s early learning. Early Childhood Research Quarterly, 38, 23-32. doi: 10.1016/j.ecresq.2016.09.003
3. Aunio, P., and Niemivirta, M. (2010). Predicting children’s mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20(5), 427–435. doi: 10.1016/j.lindif.2010.06.003
4. Aydoğan, C., and Sağsöz-Başyurt, G. (2013). An investigation of instuctional environment in kindergarten classrooms. E-Journal of New World Science Academy, 8(1), 103-114. Retrieved from: https://dergipark.org.tr/tr/pub/nwsaedu/issue/19813/211919
5. Bojorque, G., Torbeyns, J., Van Hoof, J., Van Nijlen, D., and Verschaffel, L. (2018). Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies. Early Childhood Research Quarterly, 44, 231-241. doi: 10.1016/j.ecresq.2017.12.009
6. Camilli, G., Vargas, S., Ryan, S., and Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. The Teachers College Record, 112, 579–620. Retrieved from: https://eric.ed.gov/?id=EJ888457
7. Chu, F. W., vanMarle, K., Rouder, J., and Geary, D. C. (2018). Children’s early understanding of number predicts their later problem-solving sophistication in addition. Journal of Experimental Child Psychology, 169, 73-92. doi: 10.1016/j.jecp.2017.12.010
8. Chu, F. W., vanMarle, K., Rouder, J., and Geary, D. C. (2018). Children’s early understanding of number predicts their later problem-solving sophistication in addition. Journal of Experimental Child Psychology, 169, 73-92. doi: 10.1016/j.jecp.2017.12.010

9. 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. Retrieved from: http://www.tcrecord.org/Content.asp?ContentId=16980
10. 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. Retrieved from: http://www.tcrecord.org/Content.asp?ContentId=16980
11. Claessens, A., Engel, M., and Curran, F. C. (2014). Academic content, student learning and the persistence of preschool effects. American Educational Research Journal, 51(2), 403-434. doi: 10.3102/0002831213513634
12. Claessens, A., Engel, M., and Curran, F. C. (2014). Academic content, student learning and the persistence of preschool effects. American Educational Research Journal, 51(2), 403-434. doi: 10.3102/0002831213513634
13. Clements, D. H., and Sarama, J. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19(1), 181-189. doi: 10.1016/j.ecresq.2004.01.014
14. Clements, D. H., and Sarama, J. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19(1), 181-189. doi: 10.1016/j.ecresq.2004.01.014
15. Clements, D. H., and Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summary research on the Building Blocks Project. Journal for Research in Mathematics Education, 38(2), 136-163. doi: 10.2307/30034954
16. Clements, D. H., and Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summary research on the Building Blocks Project. Journal for Research in Mathematics Education, 38(2), 136-163. doi: 10.2307/30034954
17. Clements, D. H., and Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443-494. doi: 10.3102/0002831207312908
18. Clements, D. H., and Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443-494. doi: 10.3102/0002831207312908
19. Çelik, M., and Kandır, A. (2013). 61-72 aylık çocukların matematik gelişimine “Küçük Çocuklar için Büyük Matematik (Big Math for Little Kids)” eğitim programının etkisi. Kuramsal Eğitim Bilimleri Dergisi, 6(4), 551-567. doi: 10.5578/keg.6712
20. Çelik, M., and Kandır, A. (2013). 61-72 aylık çocukların matematik gelişimine “Küçük Çocuklar için Büyük Matematik (Big Math for Little Kids)” eğitim programının etkisi. Kuramsal Eğitim Bilimleri Dergisi, 6(4), 551-567. doi: 10.5578/keg.6712
21. DeLoach, D. (2012). Effects of a prekindergarten mathematics intervention on mathematical abilities of preschoolers with low socio-economic status. (unpublished doctoral thesis). Walden University, USA. Retrieved from: https://eric.ed.gov/?id=ED551913
22. DeLoach, D. (2012). Effects of a prekindergarten mathematics intervention on mathematical abilities of preschoolers with low socio-economic status. (unpublished doctoral thesis). Walden University, USA. Retrieved from: https://eric.ed.gov/?id=ED551913
23. Engel, M., Claessens, A., and Finch, M. A. (2013). Teaching students what they already know? The (Mis) Alignment between mathematics instructional content and student knowledge in kindergarten. Educational Evaluation and Policy Analysis, 35(2), 157–178. doi: 10.3102/0162373712461850
24. Engel, M., Claessens, A., Watts, T., and Farkas, G. (2016). Mathematics content coverage and student learning in kindergarten. Educational Researcher, 45(5), 293–300. doi: 10.3102/0013189X16656841
25. Erdoğan, S., Yanık, H. B., Kumtepe, A. T., Giren, S., Yıldırım, A., Yağan Güder, S., Alan, Ü., Karademir, A., Parpucu, N., and Yalçın, V. (2014, April 24-26). Anadolu okulöncesi matematik beceri ölçeğinin geliştirilmesi (Anomat) [Paper presentation]. 1st Eurasian Educational Research Congress (EJER), İstanbul, Turkey. Retrieved from: https://hdl.handle.net/11413/3589
26. Erdoğan, S., Yanık, H. B., Kumtepe, A. T., Giren, S., Yıldırım, A., Yağan Güder, S., Alan, Ü., Karademir, A., Parpucu, N., and Yalçın, V. (2014, April 24-26). Anadolu okulöncesi matematik beceri ölçeğinin geliştirilmesi (Anomat) [Paper presentation]. 1st Eurasian Educational Research Congress (EJER), İstanbul, Turkey. Retrieved from: https://hdl.handle.net/11413/3589
27. Garon-Carrier, G., Boivin, M., Lemelin, J. P., Kovas, Y., Parent, S., Séguin, J., R., Vitaro, F., Tremblay, R. E., and Dionne, G. (2018). Early developmental trajectories of number knowledge and math achievement from 4 to 10 years: Low-persistent profile and early-life predictors. Journal of School Psychology, 68, 84–98. doi: 10.1016/j.jsp.2018.02.004
28. Garon-Carrier, G., Boivin, M., Lemelin, J. P., Kovas, Y., Parent, S., Séguin, J., R., Vitaro, F., Tremblay, R. E., and Dionne, G. (2018). Early developmental trajectories of number knowledge and math achievement from 4 to 10 years: Low-persistent profile and early-life predictors. Journal of School Psychology, 68, 84–98. doi: 10.1016/j.jsp.2018.02.004
29. Ginsburg, H.P., Greenes, C.E., and Balfanz, R. (2003). Big Math For Little Kids. Dale Seymour Publications, Pearson Learning Group.
30. Ginsburg, H.P., Greenes, C.E., and Balfanz, R. (2003). Big Math For Little Kids. Dale Seymour Publications, Pearson Learning Group.
31. Ginsburg, H. P., Lee, J. S., and Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report-Giving Child and Youth Development Knowledge Away, 22(1), 3-11. doi: 10.1002/j.2379-3988.2008.tb00054.x
32. Ginsburg, H. P., Lee, J. S., and Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report-Giving Child and Youth Development Knowledge Away, 22(1), 3-11. doi: 10.1002/j.2379-3988.2008.tb00054.x
33. 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. doi: 10.1177/0956797613516471
34. 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. doi: 10.1177/0956797613516471
35. Göl-Güven, M. (2009). Evaluation of the quality of early childhood classrooms in Turkey. Early Child Development and Care, 179(4), 437-451. doi: 10.1080/03004430701217639
36. Greenes, C., Ginsburg, H. P., and Balfanz, R. (2004). Big Math for Little Kids. Early Childhood Research Quarterly, 19(1), 159-166. doi: 10.1016/j.ecresq.2004.01.010
37. Griffin, S. (2004). Building number sense with Number Worlds: a mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-180. doi: 10.1016/j.ecresq.2004.01.012
38. Griffin, S. (2004). Building number sense with Number Worlds: a mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-180. doi: 10.1016/j.ecresq.2004.01.012
39. Hawes, Z., Nosworthy, N., Archibald, N., and Ansari, D. (2019). Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test. Learning and Instruction 59, 21–33. doi: 10.1016/j.learninstruc.2018.09.004
40. Hawes, Z., Nosworthy, N., Archibald, N., and Ansari, D. (2019). Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test. Learning and Instruction 59, 21–33. doi: 10.1016/j.learninstruc.2018.09.004
41. Hofer, K. G., Farran, D. C., and Cummings, T. P. (2013). Preschool children’s math-related behaviors mediate curriculum effects on math achievement gains. Early Childhood Research Quarterly, 28(3), 487– 495. doi: 10.1016/j.ecresq.2013.02.002
42. Hofer, K. G., Farran, D. C., and Cummings, T. P. (2013). Preschool children’s math-related behaviors mediate curriculum effects on math achievement gains. Early Childhood Research Quarterly, 28(3), 487– 495. doi: 10.1016/j.ecresq.2013.02.002
43. Jacob, R., Erickson, A., and Mattera, S. (2020). Evaluating the impact of small group supplemental math enrichment in kindergarten. Journal of Research on Educational Effectiveness, 13(3), 381-407. doi: 10.1080/19345747.2020.1726539
44. Jordan, N. C., Glutting, J., and Ramineni, C. (2010). The importance of number sense to mathematics achivement in first and third grades. Learning and Individual Differences, 20(2), 82-88. doi: 10.1016/j.lindif.2009.07.004
45. Jordan, N. C., Kaplan, D., Ramineni, C., and Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850−867. doi: 10.1037/a0014939
46. Jordan, N. C., Kaplan, D., Ramineni, C., and Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850−867. doi: 10.1037/a0014939
47. Jung, M. (2011). Number relationships in preschool. Teaching Children Mathematics, 17(9), 550–557. doi: 10.5951/teacchilmath.17.9.0550 Kaçan, M. O., and Halmatov, M. (2017). Türkiye’de uygulanan okul öncesi eğitim programında matematik: Planlama ve uygulama. Pamukkale Eğitim Fakültesi Dergisi, 42(42), 149-161. doi: 10.9779/PUJE844
48. Kandır, A., Uyanık, Ö., and Çelik, M. (2017). Küçük Çocuklar için Büyük Matematik Eğitim Programı’nın çocukların erken akademik ve dil becerilerine etkisi. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 37(1), 193–217. Retrieved from: http://www.gefad.gazi.edu.tr/tr/download/article-file/340444
49. Kandır, A., Uyanık, Ö., and Çelik, M. (2017). Küçük Çocuklar için Büyük Matematik Eğitim Programı’nın çocukların erken akademik ve dil becerilerine etkisi. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 37(1), 193–217. Retrieved from: http://www.gefad.gazi.edu.tr/tr/download/article-file/340444
50. Khomais, S. F. (2014). Enhancing preschool children’s number knowledge: The suitability of an intervention programme for Saudi practice. Early Child Development and Care, 184(1), 32-49. doi: 10.1080/03004430.2013.768238
51. Khomais, S. F. (2014). Enhancing preschool children’s number knowledge: The suitability of an intervention programme for Saudi practice. Early Child Development and Care, 184(1), 32-49. doi: 10.1080/03004430.2013.768238
52. Lembke, E., and Foegen, A. (2009). Identifying early numeracy indicators for kindergarten and first-grade students. Learning Disabilities Research & Practice, 24(1), 12–20. doi: 10.1111/j.1540-5826.2008.01273.x
53. Magnuson, K., Duncan, G. J., Lee, K. T. H., and Metzger, M. W. (2016). Early school adjustment and educational attainment. American Educational Research Journal, 53(4), 1198–1228. doi: 10.3102/0002831216634658
54. Marcelino, L., de Sousa, Ó., and Lopes, A. (2017). Predictive relation between early numerical competencies and mathematics achievement in first grade Portuguese children. Frontiers in Psychology, 8(1103), 1-9. doi: 10.3389/fpsyg.2017.01103
55. Marcelino, L., de Sousa, Ó., and Lopes, A. (2017). Predictive relation between early numerical competencies and mathematics achievement in first grade Portuguese children. Frontiers in Psychology, 8(1103), 1-9. doi: 10.3389/fpsyg.2017.01103
56. Merkley, R., and Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior. Current Opinion in Behavioral Sciences, 10, 14-20. doi: 10.1016/j.cobeha.2016.04.006
57. Merkley, R., and Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior. Current Opinion in Behavioral Sciences, 10, 14-20. doi: 10.1016/j.cobeha.2016.04.006
58. Ministry of National Education (MoNE) (2013). Okul öncesi eğitim programı: 36-72 aylık çocuklar için. Devlet Kitapları Müdürlüğü.
59. National Association for the Education of Young Children and National Council of Teachers of Mathematics. (NAEYC) and (NCTM). (2002). Early childhood mathematics: Promoting good beginnings. Joint position statement. National Association for the Education of Young Children. Retrieved from: https://www.naeyc.org/about/position/psmath.asp
60. National Association for the Education of Young Children and National Council of Teachers of Mathematics. (NAEYC) and (NCTM). (2010). Early childhood mathematics: Promoting good beginnings. National Association for the Education of Young Children. Retrieved from: https://www.naeyc.org/files/naeyc/file/positions/psmath.pdf National Council of Teachers of Mathematics (NCTM). (2000).
61. Principles and standards for school mathematics. National Council of Teachers of Mathematics. Retrieved from: https://www.nctm.org/Standards-and-Positions/Principles-and-Standards/
62. National Council of Teachers of Mathematics (NCTM). (2007). Mathematics teaching today: Improving practice, improving student learning. National Council of Teachers of Mathematics.
63. Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., and Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement?. Early Childhood Research Quarterly, 36(3), 550–560. doi: 10.1016/j.ecresq.2016.02.003
64. Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., and Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement?. Early Childhood Research Quarterly, 36(3), 550–560. doi: 10.1016/j.ecresq.2016.02.003
65. Powell, S. R., and Fuchs, L. S. (2010). Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty. Journal of Educational Psychology, 102(2), 381–394. doi: 10.1037/a0018447
66. Presser, L. A., Clements, M., Ginsburg, H., and Ertle, B. (2015). Big Math for Little Kids: The effectiveness of a preschool and kindergarten mathematics curriculum. Early Education and Development, 26(3), 399-426. doi: 10.1080/10409289.2015.994451
67. Presser, L. A., Clements, M., Ginsburg, H., and Ertle, B. (2015). Big Math for Little Kids: The effectiveness of a preschool and kindergarten mathematics curriculum. Early Education and Development, 26(3), 399-426. doi: 10.1080/10409289.2015.994451
68. Ramani, G. B., and Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Child Development, 79(2), 375-394. doi: 10.1111/j.1467-8624.2007.01131.x
69. Rittle-Johnson, B., Fyfe, E., Hofer, K., and Farran, D. (2017). Early math trajectories: Low-income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 1727–1742. doi: 10.1111/cdev.12662
70. Rittle-Johnson, B., Fyfe, E., Hofer, K., and Farran, D. (2017). Early math trajectories: Low-income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 1727–1742. doi: 10.1111/cdev.12662
71. Sarama, J., Lange, A., Clements, D. H., and Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on emerging literacy and language. Early Childhood Research Quarterly, 27(3), 489-502. doi: 10.1016/j.ecresq.2011.12.002
72. Sarama, J., Lange, A., Clements, D. H., and Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on emerging literacy and language. Early Childhood Research Quarterly, 27(3), 489-502. doi: 10.1016/j.ecresq.2011.12.002
73. Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189–197. doi: 10.1007/s10643-009-0340-1 Varol, F. (2013). What they believe and what they do. European Early Childhood Education Research Journal, 21(4), 541-552. doi: 10.1080/1350293X.2012.677309
74. Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., and Markle, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children’s early mathematics learning. Early Childhood Research Quarterly 53(4), 329–342. doi: 10.1016/j.ecresq.2020.04.002
75. Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., and Markle, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children’s early mathematics learning. Early Childhood Research Quarterly 53(4), 329–342. doi: 10.1016/j.ecresq.2020.04.002
76. Wasik, B. (2008). When fewer is more: Small groups in early childhood classrooms. Early Childhood Education Journal, 35(6), 515–521. doi: 10.1007/s10643-008-0245-4
77. Watts, T. W., Duncan, G. J., Siegler, R. S., and Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352–360. doi: 10.3102/0013189X14553660