Okul öncesi öğretmenlerinin ve öğretmen adaylarının okul öncesi matematik eğitimine ilişkin inançların belirlenmesine yönelik bir ölçek geliştirme çalışması

Year 2013, Volume: 12 Issue: 4, 969 - 980, 26.06.2013

Bülent Güven İlhan Karataş , Yasin Öztürk Selahattin Arslan , Kadir Gürsoy

Abstract

Okul öncesi eğitimin yaygınlaşmasına yönelik olarak ulusal ve uluslar arası anlamda bir hareketlilik
gözlenmektedir. Özellikle bu döneme ait öğrencilerin elde edeceği matematiksel deneyimlerin gerek matematiğe
karşı tutum ve gerekse matematiksel öğrenmelere önemli katkı sağladığı söylenebilir. Dolayısıyla bu dönemde
öğretim yapan öğretmenlerin veya öğretmen adaylarının matematiğe, matematik öğretimine ve öğrenimine
ilişkin inançları çocukların matematiksel deneyimlerini doğrudan etkilediği ifade edilmektedir. Bu çalışmada
ülkemizde okul öncesi öğretmenlerin ve öğretmen adaylarının matematiğe, matematik öğretimine ve öğrenimine
ilişkin inançlarını ortaya koymak amacıyla ölçek geliştirilmiştir. Hazırlanan 74 maddelik inanç ölçeği, 456
öğretmen adayına uygulanarak faktör analizi yapılmıştır. Elde edilen sonuçlara göre 32 maddelik inanç ölçeği
oluşturulmuştur.

Keywords

Matematik öğrenme ve öğretme, inanç ve tutum, okul öncesi öğretmenleri ve öğretmen adayları

A study of scale development on determination of pre-service and in-service teachers\' beliefs about pre-school mathematics education

Abstract

There is a global movement toward increasing the number of early childhood education services for young children. Through early education, children’s development will be supported. It can be asserted that mathematical experiences of the children in pre-school education not only change their attitudes related to mathematics but also develop their mathematics learning significantly. Therefore, it is claimed that the beliefs of pre-school teachers or pre-service pre-school teachers related to the mathematics, mathematics education and learning of mathematics have a direct effect on children’s mathematics experiences. In this study, a scale is developed in order to determine the beliefs of pre-school teachers or pre-service early childhood education teachers related to the mathematics, mathematics education and learning of mathematics. A factor analysis is done by implementing a belief scale consisting of 74 items on 456 pre-service teachers. A belief scale of 32 items is prepared with respect to the results.

Keywords

Mathematics teaching and learning, beliefs and attitude, preschool teachers and student teachers

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