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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

Baroody, A. J., & Coslick, R. T. (1998). Fostering children’s mathematical power – an investigative approach to K-8 mathematics instruction. Mahwah, NJ: Lawrence Erlbaum.
Bush, S. B., & Karp, K. S. (2013). Prerequisite algebra skills and associated misconceptions of middle grade students: A review. The Journal of Mathematical Behavior, 32(3), pp. 613-632.
Byrge, L., Smith, L. B., & Mix, K. S. (2014). Beginnings of place value: How preschoolers write three-digit numbers. Child Development, 85, pp. 437–443.
Carpenter, T. P., Franke, M. M. L., Jacobs, A. V. R., Fennema, M. E., & Empson, S. B. (1998). A longitudinal study of invention and understanding in children’s multidigit addition and subtraction. Journal for Research in Mathematics Education, 29(1), pp. 3-20.
Clements, D. H., & Sarama, J. (2008). Focal points–pre-k to kindergarten. Teaching Children Mathematics, 14, pp. 361-365.
Clements, D.H., Swaminathan, S., Hannibal, M.A.Z., & Sarama, J. (1999). Young children’s concepts of shape. Journal for Research in Mathematics Education, 30(2), pp. 192–212.
Common Core State Standards. (2010). Common core state standards: Preparing America’s students for college and career. Available at http://www.corestandards.org/ [Accessed 15 September 2015].
Common Core State Standards. (2012). Common core state standards for mathematics. Available at http://www.corestandards.org/ [Accessed 15 September 2015].

Copeland, R. W. (1984). How children learn mathematics: teaching applications of Piaget’s research. New York, NY: Macmillan.
Dilek, H. (2016). T. C. MEB 2013 okul öncesi eğitim programı ile 2006 programının karşılaştırılması. In Demirel & Dinçer (Eds.), Eğitim bilimlerinde yenilikler ve nitelik arayışı.Ankara: Pegem Akademi, pp. 585-604.
Erbilgin, E. (2014). Türkiye'nin ilkokul ve ortaokul matematik öğretim programlarının genel konu izleme haritası ile incelenmesi. Eğitim ve Bilim, 39(174), pp. 272-285.
Ernest, P. (1991). The philosophy of mathematics education. London: Falmer Press.
Fuson, K. C., & Briars, D. J. (1990). Using a base-ten blocks learning/teaching approach for first- and second - grade place-value and multidigit addition and subtraction. Journal for Research in Mathematics Education, 21(3), pp. 180-206.
Fuson, K. C., & Hall, J. W. (1983). The acquisition of early number word meanings: A conceptual analysis and review. In Ginsburg (Ed.), The development of mathematical thinking. New York: Academic Press, pp. 49-107.
Fuson, K. C., Smith, S. T., & Lo Cicero, A. M. (1997). Supporting Latino first graders’ ten-structured thinking in urban classrooms. Journal for Research in Mathematics Education, 28, pp. 738-766.
Gelman, R. & Gallistel, C. (1978). The child's understanding of number. Cambridge, MA: Harvard University Press.
Hawker, S., & Cowley, C. (1997). Oxford dictionary and thesaurus. Oxford: Oxford University.
Haylock, D., & Cockburn, A. (2013). Understanding mathematics for young children (4th ed.). London: SAGE.
İncikabı, L., & Tuna, A. (2012). Türkiye ve Amerika eğitim sistemlerinin 60-72 aylıklar için geliştirilen okul öncesi matematik eğitim programı açısından karşılaştırılması. Mersin Eğitim Fakültesi Dergisi, 8(3), pp. 94-101.
Jimenez, B. A., & Staples, K. (2015). Access to the common core state standards in mathematics through early numeracy skill building for students with significant intellectual disability. Education and Training in Autism and Developmental Disabilities, 50(1), pp. 17-30.
Kapucu, S., & Yıldırım, U. (2013). Physics teachers’ beliefs about the attainment of skill objectives and the extent of these beliefs’ reflection on teachers’ instructional practices. International Journal of New Trends in Arts, Sports & Science Education, 2(4), pp. 10-22.
Keleş, Ö., Haser, Ç., & Koç, Y. (2012). Sınıf öğretmenlerin ve ilköğretim matematik öğretmenlerinin yeni matematik dersi programı hakkında görüşleri. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 11(3), pp. 715-736.
Kilday, C. R. (2010). Factors affecting children’s math achievement scores in preschool. Unpublished doctoral thesis. University of Virginia, Virginia.
Köksal, O., Balaban Dağal, A., & Duman, A. (2016). Okul öncesi öğretmenlerinin okul öncesi eğitim programı hakkındaki görüşlerinin belirlenmesi. The Journal of Academic Social Science Studies, 46, pp. 379-394.
Laski, E. V., Vasilyeva, M., & Schiffman, J. (2016). Longitudinal comparison of place-value and arithmetic knowledge in Montessori and Non-Montessori students. Journal of Montessori Research, 2(1), pp. 1-15.
Ministry of Development. (2014). Onuncu beş yıl kalkınma planı (1963-1967). Available at http://www.kalkinma.gov.tr/Pages/KalkinmaPlanlari.aspx [Accessed 12 September 2015].
Ministry of National Education. (2014). Milli eğitim istatistikleri: Örgün eğitim (2013-2014). Available at http://sgb.meb.gov.tr/istatistik/meb_istatistikleri_orgun_egitim_2013_2014.pdf [Accessed 12 September 2015].
Ministry of National Education. (2013). Okul öncesi eğitim programı. Available at http://tegm.meb.gov.tr/www/okul-oncesi-egitim-programi-ve-kurul-karari/icerik/54 [Accessed 12 September 2015].
Moeller, K., Pixner, S., Zuber, J., Kaufmann, L., Nuerk, H.C. (2011). Early place-value understanding as a precursor for later arithmetic performance–A longitudinal study on numerical development. Research in Developmental Disabilities. 32, pp. 1837–1851.
Mulligan, J. T., & Mitchelmore, M. C. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal, 21(2), pp. 33-49.
National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the national mathematics advisory panel. Washington, DC: U.S. Department of Education.
National Association for the Education of Young Children. (2002). Early childhood mathematics: Promoting good beginnings. Available at https://www.naeyc.org /files/naeyc/file/positions/psmath.pdf [Accessed 15 September 2015].
National Council of Teachers of Mathematics. (2006). Curriculum focal points for prekindergarten through grade 8 mathematics. Reston, VA: NCTM.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: National Academies Press.
Olkun, S., & Toluk Uçar, Z. (2009). İlköğretimde etkinlik temelli matematik öğretimi. Ankara: Maya Akademi Yayıncılık.
Organisation for Economic Cooperation and Development. (2014). Education at a glance. Available at http://www.oecd.org/edu/Turkey_EAG2013%20Country %20Note.pdf [Accessed 17 September 2015].
Ornstein, A. C., & Hunkins, F. P. (2004). Curriculum: Foundations, principles and issues (4th ed.). Boston: Pearson Education.
Özsırkıntı, D., Akay, C., & Yılmaz Bolat, E. (2014). Okul öncesi öğretmenlerinin okul öncesi eğitim programı hakkında görüşleri (Adana ili örneği). Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 15(1), pp. 313-331.
Palabiyik, U., & Akkus İspir, O. (2011): The effects of pattern based algebra teaching on students’ algebraic thinking skills and students' attitudes towards mathematics. Pamukkale University Journal of Education, 30, pp. 111-123.
Papic, M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42(3), pp. 237–268
Porter, A., McMaken, J., Hwang, J., & Yang, R. (2011). Common Core standards: The new U.S. intended curriculum. Educational Researcher, 40, pp. 103–116.
Purpura, D. J.,& Lonigan, C. J. (2015). Early numeracy assessment: The development of the preschool numeracy scales. Early Education and Development, 26(2), pp. 286-313.
Rittle-Johnson, B., Fyfe, E. R., Loehr, A. M., & Miller, M. R. (2015). Beyond numeracy in preschool: Adding patterns to the equation. Early Childhood Research Quarterly, 31, pp. 101-112.
Simpson, A., & Linder, S. M. (2014). An Examination of Mathematics Professional Development Opportunities in Early Childhood Settings. Early Childhood Education Journal, 42, pp. 335-342.
Sinan, A. T., & Demir, S. (2010). İlköğretim Türkçe dersi öğretim programındaki yazma öğrenme alanının etkililiğin değerlendirilmesi. Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic, 5(4), pp. 639-662.
Sperry Smith, S. (2013). Early childhood mathematics (5th ed.). NJ: Pearson.
Steele, D. (2005). Using writing to access students’ schemat aknowledge for algebraic thinking. School Science and Mathematics, 103(3), pp. 142-154.
Tanışlı, D., & Özdaş, A. (2009). The strategies that elementary fifth grade students used in generalization of patterns. Educational Sciences: Theory & Practice, 9(3), pp. 1453-1497.
Tsamir, P., Tirosh, D., & Levenson, E. (2011). Windows to early childhood mathematics teacher education. Journal of Mathematics Teacher Education, 14, pp. 89-92.
Tuncer, B. (2015). Okul öncesi eğitimdeki çağdaş yaklaşımların incelenmesi ve MEB okul öncesi programıyla karşılaştırılması. International Journal of Field Education, 1(2), pp. 39-58.
Yapıcı, M., & Demirdelen, C. (2007). Teachers’ views with regard to the primary 4th grade social sciences curriculum. Elementary Education Online, 6(2), pp. 204-212.
Yenilmez, K. (2010). Öğretmen Adaylarının Matematik Okuryazarlığı Özyeterlik İnançları. In 9. Matematik Sempozyumu, Bildiri Kitabı (pp. 455-460). Trabzon: Karadeniz Teknik Üniversitesi.
Yıldırım, A., ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri (6th ed.) Ankara: Seçkin Yayıncılık.

Ayrıntılar

Birincil Dil

Türkçe

Konular

-

Bölüm

Araştırma Makalesi

Yazarlar

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

Yayımlanma Tarihi

30 Kasım 2017

Gönderilme Tarihi

1 Aralık 2017

Kabul Tarihi

4 Aralık 2017

Yayımlandığı Sayı

Yıl 2017 Cilt: 5 Sayı: 3

IZ

https://izlik.org/JA32AF86CG

Kaynak Göster

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 (01 Kasım 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, c. 5, sy 3, ss. 155–171, Kas. 2017, [çevrimiçi]. Erişim adresi: 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 (01 Kasım 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, c. 5, sy 3, Kasım 2017, ss. 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]. 01 Kasım 2017;5(3):155-71. Erişim adresi: https://izlik.org/JA32AF86CG