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Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler ve Erken Matematik Müdahale Programları

Yıl 2022, Cilt: 12 Sayı: 2, 665 - 690, 01.07.2022

Binnur Yıldırım Hacıibrahimoğlu

https://doi.org/10.18039/ajesi.929169

Öz

Okul öncesi dönemde edinilen nitelikli matematik kavram ve becerileri, çocukların matematik başarısını artırmasının yanı sıra farklı etkinliklerle bütünleştirilerek diğer öğrenme alanlarını da desteklemektedir. Küçük yaşta matematik becerilerinin desteklenmesi, çocukların akademik başarılarına yansıyan bir etken olarak pek çok araştırma ile tespit edilmiştir. Bu nedenle, çocukların ileriki yıllarda matematik alanındaki yetersizlikleri ile mücadele etmek ve onları başarılı bir okul hayatına hazırlamak için okul öncesi dönemde matematik becerilerinde görülen bireysel farklılıkları anlamak büyük önem taşımaktadır. Sosyoekonomik düzey, etnik köken, özel gereksinim gibi farklı özellikleri göz önünde bulundurarak oluşturulan matematik etkinlikleri ve uygulamaları tüm çocukların gereksinimlerini karşılamada yardımcı olacaktır. Özellikle sosyoekonomik durum ve özel gereksinim, çocukların matematik performanslarında farklılıkların önemli etkenleri olarak karşımıza çıkmakta ve bu gruplarda yer alan çocuklar matematik başarısı açısından dezavantajlı ya da risk grupları olarak değerlendirilmektedir. Son yıllarda ulusal alanyazında okul öncesi dönemde matematik eğitimine yönelik çalışmalar artış göstermektedir. Bu noktada dezavantajlı gruplarda erken matematik becerilerinin gelişimi ve desteklenmesi de önemli görülmektedir. Bu derleme çalışmasında, erken çocukluk döneminde matematik becerilerini etkileyen değişkenler ele alınmıştır. Ayrıca sosyoekonomik durum ve özel gereksinime sahip olma değişkenleri kapsamında dezavantajlı grupta yer alan çocuklar için geliştirilmiş araştırma temelli, sistemli erken matematik müdahale programları incelenmiştir. Çalışma sonucunda, okul öncesi dönemde dezavantajlı grupta yer alan çocukların matematik becerilerini desteklemek için kendi kültürümüze, programımıza yönelik oluşturulacak araştırma temelli matematik müdahale programlarının çocuklar için yararlı olabileceği düşünülmektedir.

Anahtar Kelimeler

dezavantajlı çocuklar erken çocukluk eğitimi erken matematik müdahale programı erken matematik becerileri

Kaynakça

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Mathematical Skills in Early Childhood: Various Variables and Early Mathematics Intervention Programs

Yıl 2022, Cilt: 12 Sayı: 2, 665 - 690, 01.07.2022

Binnur Yıldırım Hacıibrahimoğlu

https://doi.org/10.18039/ajesi.929169

Öz

In addition to increasing the mathematics achievement of children, the qualified mathematical concepts and skills acquired in preschool period support other learning areas by integrating them with different activities. Supporting math skills at a young age has been identified by many studies as a factor that reflects on children's academic success. It is of great importance to understand the individual differences in mathematics skills in the preschool period in order to cope with the inadequacies of children in the field of mathematics and to prepare them for a successful school life. Mathematical activities and practices created by considering different characteristics such as socioeconomic level, ethnicity, special needs will help to meet the needs of all children. In particular, socioeconomic status and special needs appear as important factors of differences in children's mathematics performance, and children in these groups are considered disadvantaged or risk groups in terms of mathemetics achievement. In recent years, studies on mathematics education in preschool education have been increasing in the national literature. At this point, the development of early mathematics skills in disadvantaged groups and how they are supported seems important. In this review study, the variables that affect math skills in early childhood are discussed. At the same time, research-based, systematic early mathematics intervention programs developed for children in the disadvantaged group within the scope of socioeconomic status and having special needs variables are examined. As a result of the study, it is thought that research-based mathematics intervention programs that will be created for our own culture and program in order to support the mathematics skills of children in the disadvantaged group in preschool education may be benefical for children.

Anahtar Kelimeler

disadvantage children early childhood education early mathematic intervention program early mathematic skills

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  • LeFevre, J.-A., Skwarchuk, S.-L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41(2), 55-66. https://doi.org/10.1037/a0014532 adresinden 20.12.2020 tarihinde erişilmiştir.
  • Lembke, E. & Foegen, A. (2009). Identifying early numeracy indicators for kindergarten and first grade students. Learning Disabilities Research & Practice, 24(1), 12-20. https://doi.org/10.1111/j.1540-5826.2008.01273.x adresinden 17.12.2020 tarihinde erişilmiştir.
  • Lewis Presser, E. L., 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 adresinden 23.12.2020 tarihinde erişilmiştir.
  • Manolitsis, G., & Tafa, E. (2011). Letter-name letter-sound and phonological awareness: Evidence from Greek-speaking kindergarten children. Reading and Writing: An Interdisciplinary Journal, 24, 27–53. https://doi.org/10.1007/s11145-009-9200-z adresinden 20.12.2020 tarihinde erişilmiştir.
  • McGivern, R. F., Hilliard, V. R., Anderson, J., Reilly, J. S., Rodriguez, A., Fielding, B., & Shapiro, L. (2007). Improving preliteracy and premath skills of Head Start children with classroom computer games. Early Childhood Services, 1, 71-81.
  • Morgan, P. L., Farkas, G., & Wu, Q. (2011). Kindergarten children’s growth trajectories in reading and mathematics: Who falls increasingly behind? Journal of Learning Disabilities, 44, 472-488. https://doi.org/10.1177%2F0022219411414010 adresinden 08.01.2021 tarihinde erişilmiştir.
  • Morgenlander, M., & Manlapig, L. (2006). Big Math for Little Kids workshops: Background and content. Paper presented at the annual meeting of the American Educational Research, San Francisco.
  • Murphy, M. M., Mazzocco, M. M. M., Hanich, L. B., & Early, M. C. (2007). Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cut off criterion used to define MLD. Journal of Learning Disabilities, 40, 458-478. https://doi.org/10.1177%2F00222194070400050901 adresinden 08.01.2021 tarihinde erişilmiştir.
  • NAEYC & NCTM (2010). Early childhood mathematics education: Promoting good beginnings. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/psmath.pdf adresinden 15.11.2020 tarihinde erişilmiştir.
  • Naslund-Hadley, E., Parker, S. W., & Hernandez-Agramonte, J. M. (2014). Fostering early math comprehension: Experimental evidence from Paraguay. Global Education Review, 1(4), 123-135.
  • OECD (2018). PISA 2018 results: Where all students can succed (Volume II). PISA, OECD Publishing, Paris. https://www.oecd-ilibrary.org/sites/f7986824-en/index.html?itemId=/content/component/f7986824-en adresinden 20.11.2021 tarihinde erişilmiştir.
  • Opel, A., Zaman, S. S., Khanom, F., & Aboud, F. E. (2012). Evaluation of a mathematics program for preprimary children in rural Bangladesh. International Journal of Educational Development, 32, 104-110. https://doi.org/10.1016/j.ijedudev.2011.01.013 adresinden 15.11.2020 tarihinde erişilmiştir.
  • Öztürk, H. Z. ve Yıkmış, A. (2020). Tablet üzerinde eş zamanlı ipucuyla sunulan nokta belirleme tekniği kullanarak rakam-nesne eşleme öğretiminde dokunarak rakamları öğrenelim yazılımının etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 21(4), 639-662 . https://doi.org/10.21565/ozelegitimdergisi.518651 adresinden 19.11.2021 tarihinde erişilmiştir.
  • Pasnak, R., Greene, M. S., Ferguson, E. O., & Levit, K. (2006). Applying principles of development to help at-risk preschoolers develop numeracy. The Journal of Psychology, 140, 155-173. https://doi.org/10.3200/JRLP.140.2.155-173 adresinden 09.01.2021 tarihinde erişilmiştir.
  • Passolunghi, M. C., & Lanfranchi, S. (2012). Domain-specific and domain-general pre-cursors of mathematical achievement: A longitudinal study from kindergarten to first grade. British Journal of Educational Psychology, 82, 42–63. https://doi.org/10.1111/j.2044-8279.2011.02039.x adresinden 14.01.2021 tarihinde erişilmiştir.
  • Purpura, D. J., Baroody, A. J., & Lonigan, C. J. (2013). The transition from informal to formal mathematical knowledge: Mediation by numeral knowledge. Journal of Educational Psychology, 105 (2), 453-464. http://dx.doi.org/10.1037/a0031753 adresinden 10.01.2021 tarihinde erişilmiştir.
  • Rakap, S. (2017). Impact of coaching on preservice teachers’ use of embedded ınstruction in ınclusive preschool classrooms. Journal of Teacher Education, 68(2), 125–139. https://doi.org/10.1177/0022487116685753 adresinden 23.11.2021 tarihinde erişilmiştir.
  • Ramani, G.B., & Siegler, R.S. (2008). Promoting broad and stable improvements in low income children’s numerical knowledge through playing number board games. Child Development, 79, 375-394. http://dx.doi.org/10.1037/a0031753 adresinden 08.02.2021 tarihinde erişilmiştir.
  • Rasmussen, C., & Bisanz, J. (2011). The relation between mathematics and working memory in young children with fetal alcohol spectrum disorders. The Journal of Special Education, 45, 184-191. https://doi.org/10.1177%2F0022466909356110 adresinden 25.02.2021 tarihinde erişilmiştir.
  • Rittle-Johnson, B., Fyfe, E.R., Loehr, A.M., & Miller, M.R. (2017). Beyond numeracy in preschool: Adding patterns to the equation. Early Childhood Research Quarterly, 31,101-112. https://doi.org/10.1016/j.ecresq.2015.01.005 adresinden 17.11.2020 tarihinde erişilmiştir.
  • Rodriguez, E. L., & Tamis-Lemonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82 (4), 1058-1075. https://doi.org/10.1111/j.1467-8624.2011.01614.x adresinden 14.11.2020 tarihinde erişilmiştir.
  • Sarama, J., & Clements, D. H. (2002). Building Blocks for young children’s mathematical development. Journal of Educational Computing Research, 27 (1/2), 93–110. https://doi.org/10.2190%2FF85E-QQXB-UAX4-BMBJ adresinden 26.01.2021 tarihinde erişilmiştir.
  • Sarama, J., & Clements, D. H. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19(1), 181. https://doi.org/10.1016/j.ecresq.2004.01.014 adresinden 26.01.2021 tarihinde erişilmiştir.
  • Sarama, J. & Clements, D. H. (2008). Mathematics in early childhood. In Spodek, B. & Saracho, O. N., Contemporary Perspectives on Mathematics in Early Childhood Education (pp. 67-89). Charlotte, N.C: Information Age Publishing.
  • Sarama, J., Clements, D.H., Starkey, P., Klein, A. & Wakeley, A. (2008). Scaling up the implementation of a pre-kindergarten mathematics curriculum: Teaching for understanding with trajectories and technologies. Journal of Research on Educational Effectiveness, 1(2), 89-119. https://doi.org/10.1080/19345740801941332 adresinden 10.11.2020 tarihinde erişilmiştir.
  • Sarama, J., Lange, A., Clements, D. H., & Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on emerging literacy and language. Early Childhood Research Quarterly, 27, 489-502. https://doi.org/10.1016/j.ecresq.2011.12.002 adresinden 24.12.2020 tarihinde erişilmiştir.
  • Schopman, E.A.M. & Van Luit, J.E.H. (1999). Counting strategies among kindergartners with special educational needs: An exploratory study. European Journal of Special Needs Education, 14 (1), 61-69. https://doi.org/10.1080/0885625990140106 adresinden 27.01.2021 tarihinde erişilmiştir.
  • Schweingruber, H., Woods, T. A., Cross, C. T., & National Research Council. (2009). Mathematics learning in early childhood: Paths towards excellence and equality. Washington, D.C.: National Academies Press.
  • Seefeldt, C., & Galper, A. (2008). Active experiences for active children: Mathematics (2nd ed.). Upper Saddle River, NJ: Pearson.
  • Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children’s numerical development. Developmental Science, 11, 655-661. https://doi.org/10.1111/j.1467-7687.2008.00714.x adresinden 06.03.2021 tarihinde erişilmiştir.
  • Skoumpourdi, C., & Mpakopoulou, I. (2011). The prints: A picture book for pre-formal geometry. Journal of Early Childhood Education, 39, 197-206. https://doi.org/10.1007/s10643-011-0454-0 adresinden 13.12.2020 tarihinde erişilmiştir.
  • 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 adresinden 19.02.2021 tarihinde erişilmiştir.
  • Starkey, P., & Klein, A. (2008). Sociocultural influences on young children’s mathematical knowledge. In O. N. Saracho, & B. Spodek (Eds.), Contemporary perspectives on mathematics in early childhood education, (pp. 253–276). Greenwich, CT: Information Age.
  • Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 99–120. https://doi.org/10.1016/j.ecresq.2004.01.002 adresinden 05.01.2021 tarihinde erişilmiştir.
  • Sterner, G., Wolff, U., & Helenius, O. (2020). Reasoning about representations: Effects of an early math intervention. Scandinavian Journal of Educational Research, 64(5), 782–800. https://doi.org/10.1080/00313831.2019.1600579
  • Swanson, H., & Jerman, O. (2006). Math disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76, 249-274. https://doi.org/10.3102%2F00346543076002249 adresinden 15.01.2021 tarihinde erişilmiştir.
  • Toll, S.W.M, Van der Ven, S.H.G., Kroesbergen, E.H. , & Van Luit, J.E.H. (2011). Executive functions as predictors of math learning disabilities. Journal of Learning Disabilities, 44, 521-532. https://doi.org/10.1177%2F0022219410387302 adresinden 17.01.2021 tarihinde erişilmiştir.
  • Wei, X., Lenz, K. B., & Blackorby, J. (2012). Math growth trajectories of students with disabilities: Disability category, gender, racial, and socioeconomic status differences from ages 7 to 17. Remedial and Special Education, 34(3), 154–165. https://doi.org/10.1177%2F0741932512448253 adresinden 17.01.2021 tarihinde erişilmiştir.
  • Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102, 43–53. https://doi.org/10.1037/a0016738 adresinden 20.11.2021 tarihinde erişilmiştir.
  • 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 adresinden 19.01.2021 tarihinde erişilmiştir.
  • Wortham, C. S. (2006). Early childhood curriculum, developmental bases for learning and teaching (Fourth edition). New Jersey: Pearson/ Merrill/Prentice Hall.
  • Van den Heuvel-Panhuizen, M., & Iliada, E. (2011). Kindergartener’s performance in length measurement and the effect of picture book reading. ZDM Mathematics Education, 43, 621-635. https://doi.org/10.1007/s11858-011-0331-8 adresinden 12.01.2021 tarihinde erişilmiştir.
  • VanDerHeyden, A. M. (2010). Determining early mathematical risk: Ideas for extending the research. School Psychology Review, 39 (7), 196-202. https://doi.org/10.1080/02796015.2010.12087773 adresinden 24.12.2020 tarihinde erişilmiştir.
  • Van der Sluis, S., De Jong, P. F., & Van der Leij, A. (2007). Executive functioning in children, and its relations with reasoning, reading, and arithmetic. Intelligence, 35, 427–449. https://doi.org/10.1016/j.intell.2006.09.001 adresinden 20.11.2021 tarihinde erişilmiştir.
  • Van Luit, E. H. J. (2011.) Difficulties with preparatory skills in kindergartners. International Journal of Disability, Development and Education, 58(1), 89-95. https://doi.org/10.1080/1034912X.2011.547355 adresinden 19.01.2021 tarihinde erişilmiştir.
  • Van Luit, J. E. H., & Schopman, E. A. M. (2000). Improving early numeracy of young children with special educational needs. Remedial and Special Education, 21(1), 27–40. https://doi.org/10.1177%2F074193250002100105 adresinden 05.01.2021 tarihinde erişilmiştir.
  • Vukovic, R. K. (2012). Mathematics difficulty with and without reading difficulty: Findings and implications from a four-year longitudinal study. Exceptional Children, 78, 280-300. https://doi.org/10.1177%2F001440291207800302 adresinden 24.02.2021 tarihinde erişilmiştir.
  • Yüzbaşıoğlu, Y. (2019). Küçük Çocuklar için Büyük Matematik (Big Math for Little Kids) eğitim programının 36-48 aylık çocukların matematik becerilerine etkisinin incelenmesi. (Yayın No. 594303) [Doktora tezi, Selçuk Üniversitesi]. YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden 06.03.2021 tarihinde erişilmiştir.
Toplam 111 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Sistematik Derleme ve Meta Analiz
Yazarlar

Binnur Yıldırım Hacıibrahimoğlu 0000-0002-6471-6054

Yayımlanma Tarihi 1 Temmuz 2022
Gönderilme Tarihi 29 Nisan 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 12 Sayı: 2

Kaynak Göster

APA Yıldırım Hacıibrahimoğlu, B. (2022). Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler ve Erken Matematik Müdahale Programları. Anadolu Journal of Educational Sciences International, 12(2), 665-690. https://doi.org/10.18039/ajesi.929169
AMA Yıldırım Hacıibrahimoğlu B. Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler ve Erken Matematik Müdahale Programları. AJESI. Temmuz 2022;12(2):665-690. doi:10.18039/ajesi.929169
Chicago Yıldırım Hacıibrahimoğlu, Binnur. “Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler Ve Erken Matematik Müdahale Programları”. Anadolu Journal of Educational Sciences International 12, sy. 2 (Temmuz 2022): 665-90. https://doi.org/10.18039/ajesi.929169.
EndNote Yıldırım Hacıibrahimoğlu B (01 Temmuz 2022) Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler ve Erken Matematik Müdahale Programları. Anadolu Journal of Educational Sciences International 12 2 665–690.
IEEE B. Yıldırım Hacıibrahimoğlu, “Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler ve Erken Matematik Müdahale Programları”, AJESI, c. 12, sy. 2, ss. 665–690, 2022, doi: 10.18039/ajesi.929169.
ISNAD Yıldırım Hacıibrahimoğlu, Binnur. “Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler Ve Erken Matematik Müdahale Programları”. Anadolu Journal of Educational Sciences International 12/2 (Temmuz 2022), 665-690. https://doi.org/10.18039/ajesi.929169.
JAMA Yıldırım Hacıibrahimoğlu B. Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler ve Erken Matematik Müdahale Programları. AJESI. 2022;12:665–690.
MLA Yıldırım Hacıibrahimoğlu, Binnur. “Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler Ve Erken Matematik Müdahale Programları”. Anadolu Journal of Educational Sciences International, c. 12, sy. 2, 2022, ss. 665-90, doi:10.18039/ajesi.929169.
Vancouver Yıldırım Hacıibrahimoğlu B. Erken Çocuklukta Matematik Becerileri: Çeşitli Değişkenler ve Erken Matematik Müdahale Programları. AJESI. 2022;12(2):665-90.
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