Araştırma Makalesi
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Yıl 2021, Cilt: 9 Sayı: 1, 151 - 178, 30.01.2021

Öz

Kaynakça

  • Anders, Y., & Rossbach, H. G. (2015). Preschool teachers’ sensitivity to mathematics in children’s play:The Influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Education, 29(3), 305-322. https://doi.org/10.1080/02568543.2015.1040564
  • Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244. https://doi.org/10.1016/j.ecresq.2011.08.003
  • Aslan, D., & Aktas Arnas, Y. (2015). The immediate impacts of preschool attendance on Turkish children’s mathematics achievement. Educational Studies, 41(3), 231-243. https://doi.org/10.1080/03055698.2014.961901
  • Aslan, D., Gurgan Ogul, İ. & Tas, I. (2013). The impacts of preschool teachers' mathematics anxiety and e beliefs on children's mathematics achievement. International Journal of Humanities and Social Science Invention, 2(7), 45-49.
  • Aunola, K., Leskinen, E., Lerkkanen, M. K., & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of educational psychology, 96(4), 699. https://doi.org/10.1037/0022-0663.96.4.699
  • Austin, A. M. B., Blevins-Knabe, B., & Lokteff, M. (2013). Early mathematics and phonological awareness in two child care settings. Early Child Development and Care, 183(9), 1197-1214. https://doi.org/10.1080/03004430.2012.716832
  • Aydin, S. (2009). Okul oncesi egitimcilerinin matematik ogretimiyle ilgili dusunceleri ve uygulamalarının degerlendirilmesi [Evaluation of pre-school educators' thoughts and practices on mathematics teaching]. [Unpublished master’s thesis]. Karadeniz Technical University, Trabzon.
  • Baker, C. E. (2015). Does parent involvement and neighborhood quality matter for African American boys' kindergarten mathematics achievement? Early Education and Development, 26(3), 342- 355. https://doi.org/10.1080/10409289.2015.968238
  • Baroody, A. J., & Lai, M. (2007). Preschoolers’ understanding of the addition–subtraction inversion principle: A Taiwanese sample. Mathematical Thinking and Learning, 9, 131–171. https://doi.org/10.1080/10986060709336813
  • Baroody, A., X. Li, & Lai, M. (2008). Toddlers’ spontaneous attention to number. Mathematical Thinking and Learning 10 (3), 240–270. https://doi.org/10.1080/10986060802216151
  • Bayram, Z. (2015). Ogretmen adaylarının rehberli sorgulamaya dayalı fen etkinlikleri tasarlarken karsılastıkları zorlukların incelenmesi [Examining the difficulties that prospective teachers encounter while designing guided inquiry-based science activities]. Hacettepe University Journal of Education, 30(2), 15-29.
  • Begum, N. N. (2007). Effect of parent involvement on math and reading achievement of young children: Evidence from the early childhood longitudinal study [Unpublished doctoral dissertation]. Indiana University of Pennsylvania.
  • Bicakci, M. Y. (2009). Proje yaklasımına dayali egitimin alti yas cocuklarinin gelisim alanlarina etkisinin incelenmesi [Examining the effect of education based on the Project Approach on the development areas of six-year-old]. [Unpublished doctoral dissertation]. Ankara University, Ankara.
  • Celik, M., & Kandir, A. (2013). 61-72 aylik cocukların matematik gelisimine “Kucuk cocuklar icin buyuk matematik (big math for little kids)” egitim programının etkisi [The effect of the "big math for little kids" education program on the mathematics development of 61-72 month-old children]. Journal of Theoretical Education Science, 6(4), 551-567. http://dx.doi.org/10.5578/keg.6712
  • Clark, C. A., Sheffield, T. D., Wiebe, S. A., & Espy, K. A. (2013). Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls. Child Development, 84(2), 662–677. https://doi.org/10.1111/j.1467-8624.2012.01854.x
  • Clements, D. H. (2001). Mathematics in the preschool. Teaching Children Mathematics, 7(5), 270-277. https://doi.org/10.5951/TCM.7.5.0270
  • Clements, D. H. (2007). Curriculum research: Toward a framework for research-based curricula. Journal for Research in Mathematics Education, 1, 35-70. https://doi.org/10.2307/30034927
  • Clements, D. H., & Sarama, J. (2004). Engaging young children in mathematics: standards for early childhood mathematics education. London: Lawrence Erlbaum Associates, Publishers.
  • Clements, D. H., Sarama, J., & DiBiase, A. M. (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum.
  • Clements, D. H., & Sarama, J. (2005). Math play how young children approach math. Cholastic Early Chıldhood Today, 19(4), 50-57.
  • Clements, D. H., & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443-494. https://doi.org/10.3102/0002831207312908
  • Clements, D. H., & Sarama, J. (2013). Rethinking early mathematics: What is research-based curriculum for young children? In Reconceptualizing early mathematics learning (pp. 121-147). Springer Netherlands.
  • Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach. Routledge.
  • Cohrssen, C., Church, A., & Tayler, C. (2014). Purposeful pauses: Teacher talk during early childhood mathematics activities. International Journal of Early Years Education, 22, 169–183. https://doi.org/10.1080/09669760.2014.900476
  • Creswell, J. W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education.
  • DeGoot, K. (2012). Math play: Growing and developing mathematics understanding in an emergent play-based environment. [Unpublished master’s thesis]. University of California.
  • Delacour, L. (2016). Mathematics and didactic contract in Swedish preschools. European Early Childhood Education Research Journal, 24(2), 215-228. https://doi.org/10.1080/1350293X.2016.1143257
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Sexton, H. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428. https://doi.org/10.1037/0012-1649.43.6.1428
  • Ersoy, A. F. (2016). Fenomenoloji. A. Saban & A. Ersoy (Edts.). Egitimde nitel arastirma desenleri [Qualitative research design in education]. 51-110, Ankara: Ani Yayincilik.
  • Fleer, M. (2009). Supporting scientific conceptual consciousness or learning in ‘a roundabout way’in play‐based contexts. International Journal of Science Education, 31(8), 1069-1089. https://doi.org/10.1080/09500690801953161
  • Geary, D. C. (2000). From infancy to adulthood: The development of numerical abilities. European Child & Adolescent Psychiatry, 9(2), S11. https://doi.org/10.1007/s007870070004
  • Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for children with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242. https://doi.org/10.3102/0034654309334431
  • Gifford, S. (2004). A new mathematics pedagogy for the early years: In search of principles for practice. International Journal of Early Years Education, 12(2), 99-115. https://doi.org/10.1080/0966976042000225507
  • Ginsburg, H. P., & Golbeck, S. L. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190-200. https://doi.org/10.1016/j.ecresq.2004.01.013
  • Harlen, W. (2013). Inquiry-based learning in science and mathematics. Review of Science, Mathematics and ICT Education, 7(2), 9-33. https://doi.org/10.26220/rev.2042
  • Henningsen, M. (2013). Making sense of experience in preschool: Children's encounters with numeracy and literacy through inquiry. South African Journal of Childhood Education, 3(2), 41-55.
  • Hollingsworth, H. L., & Vandermaas-Peeler, M. (2017). ‘Almost everything we do includes inquiry’: fostering inquiry-based teaching and learning with preschool teachers. Early Child Development and Care, 187(1), 152-167. https://doi.org/10.1080/03004430.2016.1154049
  • Jordan, N. C., Kaplan, D., Nabors Ola´h, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153–175. https://doi.org/10.1111/j.1467-8624.2006.00862.x
  • Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early Math Matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850- 867. https://doi.org/10.1037/a0014939
  • Kandir, A., & Orcan, M. (2010). Okul oncesi donemde matematik egitimi [Pre-school math education]. İstanbul: Morpa Yayincilik.
  • Karakus, H. (2015). Okul oncesi ogretmenlerinin matematiksel gelisimine iliskin inanısları ile cocukların matematik kavram kazanımları arasındaki iliskinin incelenmesi [Examining the relationship between pre-school teachers' beliefs about mathematical development and children's mathematical concept acquisition]. [Unpublished master’s thesis]. Hacettepe University, Ankara.
  • Karademir, A., & Akman, B. (2017). Sorgulama temelli matematik etkinliklerinin çocuklarin matematiksel becerilerine etkisi [The effects of inquiry based mathematics activities on children's mathematical abilities]. [Doctoral dissertation]. Hacettepe University, Ankara
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Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *

Yıl 2021, Cilt: 9 Sayı: 1, 151 - 178, 30.01.2021

Öz

An Inquiry-Based Mathematics Activities Module (IBMAM) consisting of integrated and child-centered activities was developed. IBMAM provides preschoolers 60-72 months of age with the opportunity to develop mathematical and inquiry skills and use them actively to construct their own learning. The present study aims to investigate the effects of IBMAM on preschoolers. Teachers’ and parents’ views were obtained, and long-term observations (16 weeks) were performed.
henomenology, which is a qualitative research design, was used in this study. The study sample consisted of a pre-school teacher of a kindergarten (Sincan, Ankara) and her children’s parents in the academic year of 2016-2017. Semi-structured interviews were conducted with the teacher to assess the post- IBMAM process, changes in their views of math and math education, the effects of IBMAM on preschoolers’ math skills and changes in the classroom. Preschoolers’ parents’ were also interviewed to evaluate changes in preschoolers at home. To support the results of the interviews, unattended and structured classroom observation was conducted twice a week for four months on certain dates. Instant field notes were taken during each observation, which was also videotaped. Data were analyzed using inductive content analysis. Results showed that IBMAM contributed to all areas of development by providing a fun and educational setting that increased preschoolers’ motivation. In the observations, it was understood that the applied module gave pre-school children different perspectives, encouraged active participation, enabled learning to continue, and help enabled pre-school children to use their scientific process skills more frequently. Moreover, parents noticed positive changes in their children, and therefore, were optimistic about the future.

Kaynakça

  • Anders, Y., & Rossbach, H. G. (2015). Preschool teachers’ sensitivity to mathematics in children’s play:The Influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Education, 29(3), 305-322. https://doi.org/10.1080/02568543.2015.1040564
  • Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244. https://doi.org/10.1016/j.ecresq.2011.08.003
  • Aslan, D., & Aktas Arnas, Y. (2015). The immediate impacts of preschool attendance on Turkish children’s mathematics achievement. Educational Studies, 41(3), 231-243. https://doi.org/10.1080/03055698.2014.961901
  • Aslan, D., Gurgan Ogul, İ. & Tas, I. (2013). The impacts of preschool teachers' mathematics anxiety and e beliefs on children's mathematics achievement. International Journal of Humanities and Social Science Invention, 2(7), 45-49.
  • Aunola, K., Leskinen, E., Lerkkanen, M. K., & Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of educational psychology, 96(4), 699. https://doi.org/10.1037/0022-0663.96.4.699
  • Austin, A. M. B., Blevins-Knabe, B., & Lokteff, M. (2013). Early mathematics and phonological awareness in two child care settings. Early Child Development and Care, 183(9), 1197-1214. https://doi.org/10.1080/03004430.2012.716832
  • Aydin, S. (2009). Okul oncesi egitimcilerinin matematik ogretimiyle ilgili dusunceleri ve uygulamalarının degerlendirilmesi [Evaluation of pre-school educators' thoughts and practices on mathematics teaching]. [Unpublished master’s thesis]. Karadeniz Technical University, Trabzon.
  • Baker, C. E. (2015). Does parent involvement and neighborhood quality matter for African American boys' kindergarten mathematics achievement? Early Education and Development, 26(3), 342- 355. https://doi.org/10.1080/10409289.2015.968238
  • Baroody, A. J., & Lai, M. (2007). Preschoolers’ understanding of the addition–subtraction inversion principle: A Taiwanese sample. Mathematical Thinking and Learning, 9, 131–171. https://doi.org/10.1080/10986060709336813
  • Baroody, A., X. Li, & Lai, M. (2008). Toddlers’ spontaneous attention to number. Mathematical Thinking and Learning 10 (3), 240–270. https://doi.org/10.1080/10986060802216151
  • Bayram, Z. (2015). Ogretmen adaylarının rehberli sorgulamaya dayalı fen etkinlikleri tasarlarken karsılastıkları zorlukların incelenmesi [Examining the difficulties that prospective teachers encounter while designing guided inquiry-based science activities]. Hacettepe University Journal of Education, 30(2), 15-29.
  • Begum, N. N. (2007). Effect of parent involvement on math and reading achievement of young children: Evidence from the early childhood longitudinal study [Unpublished doctoral dissertation]. Indiana University of Pennsylvania.
  • Bicakci, M. Y. (2009). Proje yaklasımına dayali egitimin alti yas cocuklarinin gelisim alanlarina etkisinin incelenmesi [Examining the effect of education based on the Project Approach on the development areas of six-year-old]. [Unpublished doctoral dissertation]. Ankara University, Ankara.
  • Celik, M., & Kandir, A. (2013). 61-72 aylik cocukların matematik gelisimine “Kucuk cocuklar icin buyuk matematik (big math for little kids)” egitim programının etkisi [The effect of the "big math for little kids" education program on the mathematics development of 61-72 month-old children]. Journal of Theoretical Education Science, 6(4), 551-567. http://dx.doi.org/10.5578/keg.6712
  • Clark, C. A., Sheffield, T. D., Wiebe, S. A., & Espy, K. A. (2013). Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls. Child Development, 84(2), 662–677. https://doi.org/10.1111/j.1467-8624.2012.01854.x
  • Clements, D. H. (2001). Mathematics in the preschool. Teaching Children Mathematics, 7(5), 270-277. https://doi.org/10.5951/TCM.7.5.0270
  • Clements, D. H. (2007). Curriculum research: Toward a framework for research-based curricula. Journal for Research in Mathematics Education, 1, 35-70. https://doi.org/10.2307/30034927
  • Clements, D. H., & Sarama, J. (2004). Engaging young children in mathematics: standards for early childhood mathematics education. London: Lawrence Erlbaum Associates, Publishers.
  • Clements, D. H., Sarama, J., & DiBiase, A. M. (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum.
  • Clements, D. H., & Sarama, J. (2005). Math play how young children approach math. Cholastic Early Chıldhood Today, 19(4), 50-57.
  • Clements, D. H., & Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443-494. https://doi.org/10.3102/0002831207312908
  • Clements, D. H., & Sarama, J. (2013). Rethinking early mathematics: What is research-based curriculum for young children? In Reconceptualizing early mathematics learning (pp. 121-147). Springer Netherlands.
  • Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The learning trajectories approach. Routledge.
  • Cohrssen, C., Church, A., & Tayler, C. (2014). Purposeful pauses: Teacher talk during early childhood mathematics activities. International Journal of Early Years Education, 22, 169–183. https://doi.org/10.1080/09669760.2014.900476
  • Creswell, J. W. (2012). Educational research: planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education.
  • DeGoot, K. (2012). Math play: Growing and developing mathematics understanding in an emergent play-based environment. [Unpublished master’s thesis]. University of California.
  • Delacour, L. (2016). Mathematics and didactic contract in Swedish preschools. European Early Childhood Education Research Journal, 24(2), 215-228. https://doi.org/10.1080/1350293X.2016.1143257
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Sexton, H. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428. https://doi.org/10.1037/0012-1649.43.6.1428
  • Ersoy, A. F. (2016). Fenomenoloji. A. Saban & A. Ersoy (Edts.). Egitimde nitel arastirma desenleri [Qualitative research design in education]. 51-110, Ankara: Ani Yayincilik.
  • Fleer, M. (2009). Supporting scientific conceptual consciousness or learning in ‘a roundabout way’in play‐based contexts. International Journal of Science Education, 31(8), 1069-1089. https://doi.org/10.1080/09500690801953161
  • Geary, D. C. (2000). From infancy to adulthood: The development of numerical abilities. European Child & Adolescent Psychiatry, 9(2), S11. https://doi.org/10.1007/s007870070004
  • Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for children with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242. https://doi.org/10.3102/0034654309334431
  • Gifford, S. (2004). A new mathematics pedagogy for the early years: In search of principles for practice. International Journal of Early Years Education, 12(2), 99-115. https://doi.org/10.1080/0966976042000225507
  • Ginsburg, H. P., & Golbeck, S. L. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190-200. https://doi.org/10.1016/j.ecresq.2004.01.013
  • Harlen, W. (2013). Inquiry-based learning in science and mathematics. Review of Science, Mathematics and ICT Education, 7(2), 9-33. https://doi.org/10.26220/rev.2042
  • Henningsen, M. (2013). Making sense of experience in preschool: Children's encounters with numeracy and literacy through inquiry. South African Journal of Childhood Education, 3(2), 41-55.
  • Hollingsworth, H. L., & Vandermaas-Peeler, M. (2017). ‘Almost everything we do includes inquiry’: fostering inquiry-based teaching and learning with preschool teachers. Early Child Development and Care, 187(1), 152-167. https://doi.org/10.1080/03004430.2016.1154049
  • Jordan, N. C., Kaplan, D., Nabors Ola´h, L., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77, 153–175. https://doi.org/10.1111/j.1467-8624.2006.00862.x
  • Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early Math Matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850- 867. https://doi.org/10.1037/a0014939
  • Kandir, A., & Orcan, M. (2010). Okul oncesi donemde matematik egitimi [Pre-school math education]. İstanbul: Morpa Yayincilik.
  • Karakus, H. (2015). Okul oncesi ogretmenlerinin matematiksel gelisimine iliskin inanısları ile cocukların matematik kavram kazanımları arasındaki iliskinin incelenmesi [Examining the relationship between pre-school teachers' beliefs about mathematical development and children's mathematical concept acquisition]. [Unpublished master’s thesis]. Hacettepe University, Ankara.
  • Karademir, A., & Akman, B. (2017). Sorgulama temelli matematik etkinliklerinin çocuklarin matematiksel becerilerine etkisi [The effects of inquiry based mathematics activities on children's mathematical abilities]. [Doctoral dissertation]. Hacettepe University, Ankara
  • Karademir, A., & Akman, B. (2019). Effect of inquiry-based mathematics activities on preschoolers' math skills. International Journal of Progressive Education, 15(5), 198-215. https://doi.org 10.29329/ijpe.2019.212.14
  • Karademir, A., Kartal, A., & Türk, C. (2020). Science education activities in Turkey: A Qualitative comparison study in preschool classrooms. Early Childhood Education Journal, 48(3), 285-304.https://doi.org/10.1007/s10643-019-00981-1
  • Katz, L. G., Chard, S.C., & Kogan, Y. (2014). Engaging children's minds: The project approach. Greenwood Publishing Group.
  • Lewis Presser, A., Clements, M., Ginsburg, H., & 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. https://doi.org/10.1080/10409289.2015.994451
  • Linn, V., & Jacobs, G. (2015). Inquiry-based field experiences: Transforming early childhood teacher candidates’ effectiveness. Journal of Early Childhood Teacher Education, 36(4), 272-288. https://doi.org/10.1080/10901027.2015.1100143
  • Meriam, S. B. (2013). Nitel arastirma: desen ve uygulama icin bir rehber (1. baskı). S. Turan, (Cev.), Nobel Yayin Dagitim: Ankara.
  • Moomaw, S. (2011). Teaching mathematics in early childhood. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.
  • NAEYC (National Council of Teachers of Mathematics) (2002). Early childhood mathematics: Promoting good beginnings. Position Statement. https://www.naeyc.org/files/naeyc/file/positions/psmath.pdf.
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • National Research Council, & Mathematics Learning Study Committee. (2001). Adding it up: Helping children learn mathematics. National Academies Press.
  • National Research Council. (2000). Inquiry and the national science education standards: A guide for teaching and learning. National Academies Press.
  • National Research Council. (2004). How children learn: History, mathematics, and science in the classroom. National Academies Press.
  • Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education & Development, 22(6), 970-988. https://doi.org/10.1080/10409289.2010.507496
  • Nelson, R. F. (2005). The impact of ready environments on achievement in kindergarten. Journal of Research in Childhood Education, 19(3), 215-221. https://doi.org/10.1080/02568540509595066
  • Niklas, F., Cohrssen, C., & Tayler, C. (2016). Improving preschoolers’ numerical abilities by enhancing the home numeracy environment. Early Education and Development, 27(3), 372-383. https://doi.org/10.1080/10409289.2015.1076676
  • Patton, M. Q. (2014). Nitel arastırma ve degerlendirme yontemleri [Qualitative research and evaluation methods]. M. Butun & S. B: Demir (Eds.). Ankara: Pegem Akademi.
  • Ryan, T.G., & St-Laurent, M. (2016). Inquiry-based learning: Observations and outcomes. Journal of Elementary Education, 26 (1), 1-22.
  • Sahlberg, P. (2007). Education policies for raising student learning: The Finnish approach. Journal of Education Policy, 22(2), 147-171. https://doi.org/10.1080/02680930601158919
  • Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., Elliot, K., & Marsh, A. (2004). The effective provision of pre-school education (EPPE) project: The continuing effects of pre-school education at age 7 years.
  • Seo, K. H., & Ginsburg, H. P. (2004). What is developmentally appropriate in early childhood mathematics education? Lessons from new research. Engaging young children in mathematics: Standards for early childhood mathematics education, 91-104.
  • Shophian, C. (2004). Mathematics for the future: Developing a head start curriculum to support mathematics learning. Early Childhood Research Quarterly, 19(1), 59-81. https://doi.org/10.1016/j.ecresq.2004.01.015
  • Sirin, S. (2011). Anaokuluna devam eden bes yas grubu cocuklara sayı ve islem kavramlarını kazandırmada oyun yonteminin etkisi [The effect of game method on children of five age groupattending kindergarten to gain the concepts of number and operation]. [Unpublished master’s thesis]. Uludag Univesity, Bursa.
  • Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children's mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19(1), 99-120. https://doi.org/10.1016/j.ecresq.2004.01.002
  • Starkey, P., Klein, A., Chang, I., Qi, D., Lijuan, P., & Yang, Z. (1999). Environmental supports for young children’s mathematical development in China and the United States. Albuquerque, NM: Society for Research in Child Development.
  • Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal math talk in the home and math skills in preschool children. Early Education and Development, 27(6), 841-857. https://doi.org/10.1080/10409289.2016.1148480
  • Tarim, K., & Bulut, M. S. (2006). Okul oncesi ogretmenlerinin matematik ve matematik ogretimine iliskin algı ve tutumları [Preschool teachers' perceptions and attitudes towards mathematics and mathematics teaching]. Cukurova University Journal of Education Faculty, 2(32), 152-164.
  • Taskin, N. (2013). Okul oncesi donemde matematik ile dil arasindaki iliski uzerine bir inceleme [A review on the relationship between mathematics and language in the pre-school period]. [Unpublished doctoral dissertation]. Hacettepe University, Ankara.
  • Umay, A. (2003). Okul oncesi ogretmen adaylarının matematik ogretmeye ne kadar hazır olduklarına iliskin bazı ipucları [Some tips on teacher candidates how prepared to teach mathematics]. Hacettepe University Journal of Education, 25, 194–203.
  • Unutkan, O. P. (2007). Okul oncesi donem cocuklarinin matematik becerileri acisindan ilkogretime hazir bulunuslugunun incelenmesi [Examination of preschool children's availability for primary education in terms of mathematics skills]. Hacettepe University Journal of Education, 32, 243-254.
  • Uyanik, O. & Kandir, A. (2014). Kaufman erken akademik ve dil becerileri arastirma testi’nin 61-72 aylik Turk cocuklarina uyarlanması [Adaptation of Kaufman early academic and language skills research test to Turkish children aged 61-72 months]. Educational Sciences: Theory and Practice, 14(2), 669-692.
  • Uzun, S., Butuner, S. O., & Yigit, N. (2010). A comparison of the results of TIMSS 1999-2007: The most successful five countries-Turkey sample. Elementary Education Online, 9(3), 1174-1188.
  • Vandermaas-Peeler, M., & Pittard, C. (2014). Influences of social context on parent guidance and lowincome preschoolers' independent and guided math performance. Early Child Development and Care, 184(4), 500-521. https://doi.org/10.1080/03004430.2013.799155
  • Walker, C. L., & Shore, B. M. (2015). Understanding classroom roles in inquiry education: Linking role theory and social constructivism to the concept of role diversification. Sage Open, 5(4), 2158244015607584.
  • Yildirim, A., & Simsek, H. (2012). Sosyal bilimlerde nitel arastirma yöntemleri [Qualitative research methods in the social sciences]. (9. Basım). Ankara: Seçkin.
  • Yoon, J., & Onchwari, J. A. (2006). Teaching young children science: Three key points. Early Childhood Education Journal, 33(6), 419-423. https://doi.org/10.1007/s10643-006-0064-4
  • Zaslow, M., Tout, K., Halle, T., Whittaker, J. V., & Lavelle, B. (2010). Toward the identification of features of effective professional development for early childhood educators. Literature Review. Office of Planning, Evaluation and Policy Development, US Department of Education.
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Abdulhamit Karademir Bu kişi benim

Berrin Akman Bu kişi benim

Yayımlanma Tarihi 30 Ocak 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 9 Sayı: 1

Kaynak Göster

APA Karademir, A., & Akman, B. (2021). Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *. Eğitimde Nitel Araştırmalar Dergisi, 9(1), 151-178.
AMA Karademir A, Akman B. Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *. Derginin Amacı ve Kapsamı. Ocak 2021;9(1):151-178.
Chicago Karademir, Abdulhamit, ve Berrin Akman. “Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *”. Eğitimde Nitel Araştırmalar Dergisi 9, sy. 1 (Ocak 2021): 151-78.
EndNote Karademir A, Akman B (01 Ocak 2021) Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *. Eğitimde Nitel Araştırmalar Dergisi 9 1 151–178.
IEEE A. Karademir ve B. Akman, “Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *”, Derginin Amacı ve Kapsamı, c. 9, sy. 1, ss. 151–178, 2021.
ISNAD Karademir, Abdulhamit - Akman, Berrin. “Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *”. Eğitimde Nitel Araştırmalar Dergisi 9/1 (Ocak 2021), 151-178.
JAMA Karademir A, Akman B. Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *. Derginin Amacı ve Kapsamı. 2021;9:151–178.
MLA Karademir, Abdulhamit ve Berrin Akman. “Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *”. Eğitimde Nitel Araştırmalar Dergisi, c. 9, sy. 1, 2021, ss. 151-78.
Vancouver Karademir A, Akman B. Preschool Inquiry-Based Mathematics in Practice: Perspectives of Teachers and Parents *. Derginin Amacı ve Kapsamı. 2021;9(1):151-78.