Enhancing Early Mathematical Skills Through Math Games

Yıl 2024, Cilt: 21 Sayı: 2, 555 - 572

Kübra Çelikdemir İlknur Öztürk Tülay Altındağ İhsan Seyit Ertem

https://doi.org/10.33711/yyuefd.1414288

Öz

This study aims to examine the impact of math games on the development of preschoolers’ mathematical skills. Fifty-four (54) children between 60-72 months of age participated in the research – 26 in the experimental group and 28 in the control group. A quasi-experimental model with a pre-test post-test control group design was employed in the study. Children in the experimental group designed their own math games with the guidance and support of their parents. Subsequently, they introduced these games to their classmates and played them together in their classrooms. Data for the research were collected through the Revised Early Numeracy Test and focus group interviews. The findings indicate that the intervention significantly improved the children’s mathematical skills. The initial score difference in mathematical skills favoring the control group was closed after the intervention. In addition, a significant increase with a large effect size in the mathematical skill scores of the experimental group children was observed. Children in the experimental group expressed their enjoyment of the math games and willingness to participate again. The findings are discussed considering the role of math games in the development of early mathematical skills.

Anahtar Kelimeler

Mathematical skills, preschool education, mathematical games, early numeracy

Matematik Oyunları Aracılığıyla Erken Matematik Becerilerinin Geliştirilmesi

Öz

Bu çalışma, okul öncesi çocukların matematik becerilerinin gelişimine matematik oyunlarının etkisini incelemeyi amaçlamaktadır. Araştırmaya, 60-72 ay aralığında 26’sı deney grubunda 28’i kontrol grubunda olmak üzere 54 çocuk katılmıştır. Çalışmada ön-test son-test kontrol gruplu yarı deneysel bir model kullanılmıştır. Deney grubundaki çocuklar, ebeveynlerinin rehberliği ve desteği ile kendi matematik oyunlarını tasarlamışlardır. Daha sonra bu oyunları sınıflarında arkadaşlarına tanıtmış ve birlikte bu oyunları oynamışlardır. Araştırmanın verileri, Güncellenmiş Erken Aritmetik Testi ve odak grup görüşmeleri aracılığıyla toplanmıştır. Bulgular, müdahalenin çocukların matematik becerilerini önemli ölçüde geliştirdiğini göstermektedir. Ön testte kontrol grubu lehine olan matematiksel beceri puanı farkı uygulama sonrasında kapanmıştır. Ayrıca, deney grubu çocuklarının matematiksel beceri puanlarında anlamlı ve yüksek etki düzeyinde bir artış tespit edilmiştir. Deney grubundaki çocuklar, matematik oyunlarını sevdiklerini ve tekrar katılmak istedikleri ifade etmişlerdir. Bulgular, erken matematik becerilerinin gelişiminde matematik oyunlarının rolü dikkate alınarak tartışılmıştır.

Anahtar Kelimeler

Matematik becerileri, okul öncesi eğitim, oyunlarla matematik etkinlikleri, erken aritmetik becerileri

Kaynakça

• Blevins‐Knabe, B., Austin, A. B., Musun, L., Eddy, A., & Jones, R. M. (2000). Family home care providers’ and parents’ beliefs and practices concerning mathematics with young children. Early Child Development and Care, 165(1), 41–58. https://doi.org/10.1080/0300443001650104
• Cankaya, O. (2022). Supporting young children's numeracy development with guided play: Early childhood mathematics research combined with practice. In A. Betts & K. Thai. (Eds), Handbook of research on ınnovative approaches to early childhood development and school readiness (pp. 374–415). IGI Global.
• Clements, D. H., & Sarama, J. (2007a). Early childhood mathematics learning. In K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 461–555). Information Age Publishing.
• Clements, D. H., & Sarama, J. (2007b). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38(2), 136–163. https://doi.org/10.2307/30034954
• 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. (2014). Learning and teaching early math: The learning trajectories approach (2nd Ed.). Routledge.
• Charlesworth, R., & Lind, K. K. (2015). Math & science for young children (8th Ed.). Wadsworth Cengage Learning.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd Ed.). Lawrence Earlbaum Associates.
• Çepni, S. (2014). Araştırma ve proje çalışmalarına giriş [Introduction to research and project work] (7. Ed.). Celepler Matbaacılık.
• Dalga, A., Güldenoğlu, B. İ., & Kargın, T. (2020). Anasınıfı çocuklarına yönelik erken matematik becerileri değerlendirme aracı (MATBED): Geliştirme çalışması [A study for developing the test of early mathematic skills of kindergarten children]. Milli Eğitim Dergisi [National Education Journal], 49(227), 289–314.
• Divjak, B., & Tomie, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of Information and Organizational Science, 35(1), 15–30. https://hrcak.srce.hr/file/103887
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th Ed.). McGraw-Hill.
• Fritz C. O., Morris P. E., & Richler J. J. (2012). Effect size estimates: Current use, calculations, and interpretation. Journal of Experimental Psychology: General, 141, 2–18. https://doi.org/10.1037/a0024338
• Greenes, C, Ginsburg, H. P., & Balfanz, R. (2004). Big math for little kids. Early Childhood Research Quarterly, 19, 159–166. https://doi.org/10.1016/j.ecresq.2004.01.010.
• Hendershot, S. M., Berghout Austin, A. M., Blevins-Knabe, B., & Ota, C. (2016). Young children's mathematics references during free play in family childcare settings. Early Child Development and Care, 186(7), 1126–1141. https://doi.org/10.1080/03004430.2015.1077819
• Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36–46. https://doi.org/10.1111/j.1540-5826.2007.00229.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
• Jordan, N. C., & Levine, S. C. (2009). Socioeconomic variation, number competence, and mathematics learning difficulties in young children. Developmental disabilities research reviews, 15(1), 60–68. https://doi.org/10.1002/ddrr.46
• Kaçıra, A. B., & Dağlıoğlu, H. E. (2019). Güncellenmiş Erken Aritmetik Testi’nin geçerlik ve güvenirlik çalışması [The validity and reliability study of Revised Early Numeracy Test]. Gazi Üniversitesi Eğitim Fakültesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 39(1), 211–247. https://doi.org/10.17152/gefad.377619
• Karakuş, H., Akman, B., & Durmuşoğlu, M. C. (2022). Okul öncesi öğretmenlerinin matematik eğitimine ve sınıf içi uygulamalarına ilişkin görüşleri [Preschool teachers' views on mathematics education and classroom implementations]. e- Kafkas Eğitim Araştırmaları Dergisi [e-Kafkas Journal of Educational Research], 9, 171–193. https://doi.org/10.30900/kafkasegt.959036
• MoNE (2013). Okul öncesi eğitim programı [Pre-school education program]. www.meb.gov.tr
• Niklas F., & Schneider W. (2014). Casting the die before the die is cast: The importance of the home numeracy environment for preschool children. European Journal of Psychology of Education, 29(3), 327–345. https://doi.org/10.1007/s10212-013-0201-6
• Olkun, S., Altun, A., Şahin, S. G., & Denizli, Z. A. (2015). Deficits in basic number competencies may cause low numeracy in primary school children. Education and Science, 40(177). 141–159. http://dx.doi.org/10.15390/EB.2015.3287
• Pan, Y., Ke, F., & Xu, X. (2022). A systematic review of the role of learning games in fostering mathematics education in K-12 settings. Educational Research Review, 36(6). 100448. https://doi.org/10.1016/j.edurev.2022.100448
• Parks, A. M. (2014). Exploring mathematics through play in the early childhood classroom. NCTM. Ramani, G. B., & Eason, S. H. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(8), 27–32. https://doi.org/10.1177/0031721715583959
• Reikeras, E. (2020). Relations between play skills and mathematical skills in toddlers. ZDM Mathematics Education, 52, 703–716. https://doi.org/10.1007/s11858-020-01141-1
• Salminen, J., Koponen, T., Räsänen, P., & Aro, M. (2015). Preventive support for kindergarteners most at-risk for mathematics difficulties: Computer-assisted intervention. Mathematical Thinking and Learning, 17(4), 273–295. https://doi.org/10.1080/10986065.2015.1083837
• Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189–197. https://doi.org/10.1007/s10643-009-0340-1
• Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63–84. https://doi.org/10.1016/j.jecp.2013.11.006
• 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
• Stipek, D., & Johnson, N. C. (2021). Developmentally appropriate practice in early childhood education redefined: The case of math. In S. Ryan, M. E. Graue, V. L. Gadsden, & F. J. Levine (Eds.), Advancing knowledge and building capacity for early childhood research (pp. 35-53). American Educational Research Association.
• Synodi, E. (2010). Play in the kindergarten: the case of Norway, Sweden, New Zealand and Japan. International Journal of Early Years Education, 18(3), 185–200. https://doi.org/10.1080/09669760.2010.521299
• Şeker, P., & Metin, Z. (2020). Okul öncesi eğitim kurumuna devam eden 60-72 aylık çocukların matematik yeteneklerinin aile değişkenleri açısından incelenmesi [Analysis of mathematical skills of 60-72 months old children in terms of family variables]. Uşak Üniversitesi Eğitim Araştırmaları Dergisi [Uşak University Journal of Educational Research], 6(1), 57–75. https://doi.org/10.29065/usakead.706820
• TEDMEM. (2023). Sınavların gölgesinde eğitim sistemi (TEDMEM Güncel Yayınlar Dizisi 8) [Education system in the shadow of exams (TEDMEM Publications Series 8)]. Türk Eğitim Derneği Yayınları.
• Uslu Çavdarcı, T., & Ünal, F. (2021). The effects of family supported maths education programme’s on the preschool children’s early maths ability. International Journal of Current Approaches in Language, Education and Social Sciences (CALESS), 3(2), 244–264. https://doi.org/10.35452/caless.2021.13
• Van de Rijt, B. A. M., & Van Luit, J. E. H. (2009). Early Numeracy Test- Revised Manuel. Netherlands. Vogel, J. J. (2016). Collaborative learning through game-based learning. Journal of Instructional Pedagogies, 19(1), 1–10.
• Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2020). Learning through play–pedagogy and learning outcomes in early childhood mathematics. In O. Thiel & B. Perry (Eds.), Innovative Approaches in Early Childhood Mathematics (pp. 127–141). Routledge.
• Vos, N., Van der Meijden, H., & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56(1), 127–137. https://doi.org/10.1016/j.compedu.2010.08.013
• Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43, 352–360. https://doi.org/10.3102/0013189x14553660
• Wilson, A. J., Dehaene, S., Dubois, O., & Fayol, M. (2009). Effects of an adaptive game intervention on accessing number sense in low-socioeconomic-status kindergarten children. Mind, Brain, and Education, 3(4), 224–234. https://doi.org/10.1111/j.1751-228X.2009.01075.x
• Zippert, E., Douglas, A., Smith, M., & Rittle-Johnson, B. (2020). Preschoolers’ broad mathematics experiences with parents during play. Journal of Experimental Child Psychology, 192. https://doi.org/10.1016/j.jecp.2019.104757
• Zosh, J. N., Hopkins, E. J., Jensen, H., Liu, C., Neale, D., Hirsh-Pasek, K., Solis, L., & Whitebread, D. (2017). Learning through play: a review of the evidence. LEGO Fonden.