Investigation of Mathematical Concept Skills of Children Trained with Montessori Approach and MoE Pre-school Education Program

Yıl 2019, , 9 - 19, 15.01.2019

Sema Ongoren , Derya Ozlem Yazlik

https://doi.org/10.12973/eu-jer.8.1.9

Öz

In this study, it is aimed to examine the
mathematical conceptual skills of 48-72-month-old children attending pre-school
education institutions providing a Montessori Approach and Ministry of
Education Pre-school Program (MoE PSP). The study group consisted of 20
children, who were trained by the Montessori Approach, and 20 children, who
continued to attend pre-school education institutions applying the MoE PSP. The
research was carried out in accordance with the state study design of the
qualitative research methods, and the data of the study was collected by the
structured observation method at the free play/individual work time in the
learning centers of the children constituting the study group. A structured
observation form was used as the data gathering tool, and mathematical concept
skills such as counting, matching, grouping, comparison, positioning,
measurement, pattern, part-whole, transactions and creating a graphic were
included.  Research data were analyzed
with descriptive analysis method, and the frequency and percentage values of
the obtained data were calculated. As a result of the study, it was observed that
the students trained with the Montessori Approach and MoE PSP could not create
graphics in both groups while the rhythmic counting and patterning skills were
the most frequently observed skills in children. It has been determined that
children are trained with the Montessori Approach complete more studies,
especially on matching, grouping, comparison/ranking, and part-whole skills,
compared to the children trained with MoE PSP. In the light of the results
obtained in this research, it is suggested that the play materials that had to
be in classes where MoE PSP was applied should be standardized, and children
should be able to get through these materials; also mathematics center should
be established in the class level.

Anahtar Kelimeler

Montessori approach, pre-school education, pre-school education program, Mathematics education, Mathematical concepts

Kaynakça

• Aydogan, S., & Sen, S. (2011). The effects of concept teaching programme on 6-year-old children's number concept development. Adnan Menderes University Faculty of Education Journal of Educational Sciences, 2(1), 38-51.
• Buyuktaskapu, S. (2011). Montessori materyalleri [Montessori materials]. In E. Cakiroglu-Wilbrandt (Eds.), Okul oncesi egitimde Montessori yaklasimi [Montessori Approach in pre-school education]. Ankara: Kok Publishing.
• Durakoglu, A. (2010). Reading and writing education in Montessori method. Family & Society Journal of Education, Culture and Research, 11(5), 91-104.
• Erdogan, S. (2016). Okul oncesi donemde matematik programi [Mathematics program in pre-school period]. In B. Akman (Eds.), Okul oncesi matematik egitimi [Preschool mathematics education]. Ankara: Pegem Akademi Publishing.
• Faryadi, Q. (2017). The application of Montessori method in learning mathematics: an experimental research. Open Access Library Journal, 4, 1-14.
• Hobbs, A. (2008). Academic achievement: Montessori and non-Montessori private school settings (Unpublished doctoral dissertation). University of Houston, Houston, USA.
• Haylock, D. & Cockburn, A. (2014). Kucuk cocuklar icin matematigi anlama (Understanding mathematics for young children) (Z. Yilmaz, trans.). Ankara: Nobel Akademi Publishing.
• Kandir, A., Can Yasar, M., Yazici, E., Turkoglu, D., & Yaman-Bayindir, I. (2016). Erken cocukluk egitiminde matematik [Mathematics in early childhood education]. Istanbul: Morpa Publications.
• Kayili, G., & Ari, R. (2011). Examination of the effects of the Montessori method on preschool children’s readiness to primary education. Educational Sciences: Theory & Practice, 11(4), 2091-2109.
• Ministry of National Education. (2013). Pre-school education program. Ankara: Ministry of National Education.
• Merriam, S. B. (2013). Nitel arastirma [Qualitative research] (S. Turan, trans.). Ankara: Nobel Akademi Publishing.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
• Mutlu, B., Ergisi, A., Butun-Ayhan, A. & Aral, N. (2012). Montessori education in pre-school period. Journal of Ankara Health Sciences, 1(3), 113-128.
• Oguz, V. & Akyol, A. (2006). Cocuk egitiminde Montessori yaklasimi [Montessori Approach in child education]. Journal of Cukurova University Institute of Social Sciences, 15(1), 243-256.
• Ongoren, S. (2008). The effectiveness of Montessori education method on the acquisition of geometrical shapes concepts to 4-5-year-old children in preschool (Unpublished master’s thesis). Selcuk University, Konya, Turkey.
• Pekince, P., & Avci, N. (2016). Pre-school teachers’ applications related to early- childhood mathematics: a qualitative look at activity plans. Kastamonu Education Journal, 24(5), 2391-2408.
• Tarim, K. & Bulut, S. (2006). Okul oncesi ogretmenlerinin matematik ve matematik ogretimine iliskin algi ve tutumlari (Preschool teachers 'mathematics and mathematics teaching performance and attitudes). Cukurova University Faculty of Education Journal, 2, 32-65.
• Taskin, N. (2013). An investigation on the relation between language and mathematics during preschool (Unpublished doctoral dissertation). Hacettepe University, Ankara, USA.
• Thiel, O. (2010) Teachers’ attitudes towards mathematics in early childhood education. European Early Childhood Education Research Journal, 18(1), 105-11.
• Toran, M., & Temel, Z. (2014). Examining the effects of the Montessori Approach on children’s concept acquisition. Elementary Education Online, 13(1), 223‐234.
• Unal, M. (2016). Matematiksel kavram gelisiminde eslestirme, siniflandirma, gruplama, karsilastirma, siralama [Matching, classifying, grouping, comparing, sorting in mathematical concept development]. In B. Akman (Eds.), Okul oncesi matematik egitimi [Preschool mathematics education]. Ankara: Pegem Akademi Publishing.
• White J. M., Yussen, S. R., & Docherty, E. M. (1976). Performance of Montessori and traditionally schooled nursery children on tasks of seriation, classification, and conservation, contemporary. Educational Psychology, 1, 356-368.
• Wilbrandt-Cakiroglu, E. (2009). Maria Montessori yontemiyle cocuk egitimi sanati, egitimciler ve ebeveynler icin el kitabi [The art of children's education by Maria Montessori Approach, a handbook for educators and parents]. Istanbul: Sistem Publishing.
• Yigit, T. (2008). Comparison of gaining number concept of children who are trained via Montessori and traditional methods in preschool institutions (Unpublished master’s thesis). Selcuk University, Konya, Turkey.
• Yin, R. K. (2008). Case study research: Design and methods. Thousands Oaks, CA: Sage.