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

Year 2019, Volume: 8 Issue: 1, 9 - 19, 15.01.2019

Sema Ongoren , Derya Ozlem Yazlik

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

Abstract

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.

Keywords

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

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