An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type

Yusuf ARGIN, (Sinop Üniversitesi, Sinop, Türkiye)
H. Elif DAĞLIĞLU (Gazi Üniversitesi, Ankara, Türkiye)
İlköğretim Online (elektronik)
2 0
Yıl: 2020 Cilt: 19 Sayı: 4 Sayfa Aralığı: 1948 - 1962 Metin Dili: İngilizce DOI: 10.17051/ilkonline.2020.762762 İndeks Tarihi: 08-10-2020

An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type

Öz:
This study aimed to investigate the level of mathematics-related pedagogical knowledge of educators working in preschool institutions. This descriptive study included 153 participants working as educators at preschool institutions affiliated to the Turkish Ministry of National Education or operated independently (private), or at kindergartens affiliated to the Turkish Ministry of Family, Labor and Social Services (MFLSS). The educators’ knowledge levels were examined using the “Pedagogical Content Knowledge in Early Childhood Mathematics Education” scale, which was developed by Smith (1998) and adapted to the Turkish context by Aksu and Kul (2017). The scale consists of 15 items with 6 dimensions focused on numbers, patterns, sorting, shapes, spatial perception, and comparison. SPSS version 23statistical software was used to analyze the data. The results of the study suggested that the pedagogical levels of the educators were low. Educators working at kindergartens operated by the MFLSS had significantly lower levels of pedagogical knowledge than educators working at other institutions, and the education level of those working at state preschools were higher than those working at otherkindergartens.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Aile ve Sosyal Politikalar Bakanlığından. (2015, April 30). Özel kreş ve gündüz bakımevleri ile özel çocuk kulüplerinin kuruluş ve işleyiş esasları hakkında yönetmelik [Implementing Regulation on the Establishment and Operation Principles of Private Nursery and Daycare Centers and Private Children’s Clubs]. T.C. Resmi Gazete, 29342. Retrieved from https://www.resmigazete.gov.tr/eskiler/2015/04/20150430-4.htm.
  • Aksu, H. H. (2008). Öğretmen adaylarının matematik öğretimine yönelik öz-yeterlilik inançları [Selfproficiency beliefs for teaching mathematics of teacher candidates]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 8(2), 161-170.
  • Aksu, Z., & Kul, U. (2017). Turkish adaptation of the survey of pedagogical content knowledge in early childhood mathematics education. International Journal of Eurasia Social Sciences, 8(30), 1832-1848.
  • Aktan Kerem, E., & Cömert, D. (2007). Okul öncesi eğitimi sorunların tespitine yönelik öğretmen görüşlerinin incelenmesi: Eskişehir İli Örneği [Examination of teacher’s views on the detection of pre-school education problems: Eskisehir Province Example]. Mesleki Eğitim Dergisi, 9(17), 102-112.
  • Aydın, S. (2009). Okul öncesi eğitimcilerinin matematik öğretimiyle ilgili düşünceleri ve uygulamalarının değerlendirilmesi [An evaluation of the views and practices of preschool teachers regarding mathematicsinstruction]. (Unpublished Master’s thesis) Karadeniz Teknik Üniversitesi, Fen Bilimleri Enstitüsü, Trabzon, Turkey.
  • Baki, A., & Hacısalihoğlu Karadeniz, M. (2013). Okul öncesi eğitim programının matematik uygulama sürecinden yansımalar [Reflections from the mathematics practice process of the preschool education program]. Kastamonu Eğitim Dergisi, 21(2), 619-636.
  • Ball, D., Thames, M., & Phelps, G. (2008). Content knowledge for teaching. Journal of Teacher Education, 59(5), 389–407.
  • Botha, M., Maree, J. G., & De Witt, M. W. (2005). Developing and piloting the planning for facilitating mathematical processes and strategies for preschool learners. Early Child Development & Care, 175(7- 8), 697-717.
  • Brown, E. T. (2005). The influence of teachers’ efficacy and beliefs regarding mathematics instruction in the early childhood classroom. Journal of Early Childhood Teacher Education, 26(3), 239-257.
  • Budunç, B., & Haktanır, G. (2007, September). Okul öncesi öğretmenlerinin bakış açısıyla çalışma ortamlarının değerlendirilmesi [Evaluation of working environments from the perspective of preschool teachers]. Paper presented at the 16th Eğitim Bilimleri Kongresi, Tokat, Turkey.
  • Bülbül, N. (2016). Okul öncesi öğretmenlerinin matematik eğitimine ilişkin inançları ve öz yeterlik düzeylerinin bazı değişkenlere göre incelenmesi [The analysis beliefs and self-efficacy levels of preschool teachers regarding mathematics education according to certain variables]. (Unpublished Master’s thesis), Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara, Turkey.
  • Büyüköztürk, Ş. (2017). Sosyal bilimler için veri analizi el kitabı [Data analysis manual for social sciences] Ankara, Turkey: Pegem.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F.(2010). Bilimsel araştırma yöntemleri [Scientific research methods]. Ankara, Turkey: Pegem.
  • Charlesworth, R., & Lind, K. K. (2007). Math and science for young children (5th ed.). New York, NY: Delmar.
  • Choi, N., & Chang, M. (2011). Interplay among school climates, gender, attitude toward mathematics and mathematics performance of middle school students. Middle Grades Research Journal, 6(1), 15-28.
  • Clements, D. H. (1984). Foundation number and logic: Seriation, classification and number conservation from a Piagetian perspective. Psychological Documents, (Ms. 2607)14(4).
  • Clements, D. H. (2004). Part 1: Major themes and recommendations. In D. H. Clements, & J. Sarama (Eds.), Engaging young children in mathematics: standards for early childhood mathematics education (pp. 7- 76). Mahwah, NJ: Erlbaum.
  • Clements, D. H., & Sarama, J. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum.
  • Clements, D. H., & Sarama, J. (2011). Early childhood mathematics intervention. Science, 333(6045), 968- 970.
  • Clermont, C. P., Krajcik, J. S., & Borko, H. (1993). The influence of an intensive in-service workshop on pedagogical content knowledge growth among novice chemical demonstrators. Journal of Research in Science Teaching, 30(1), 21-43.
  • Cox, G. J. (2011). Preschool caregivers’ mathematical anxiety: examining the relationships between mathematical anxiety, and knowledge and beliefs about mathematics for young children. (Doctoral Dissertation) Texas Woman’s University, Institute of Education Sciences.
  • Çelik, A. (2012). Okul öncesi eğitim kurumlarında açık alan kullanımı: Kocaeli örneği [The use of open space in the preschool education institutions: Kocaeli sample]. Atatürk Üniversitesi Ziraat Fakültesi Dergisi, 43(1), 79-88.
  • Dağlı, H. (2019). Okul öncesi öğretmenlerinin matematiğe ilişkin pedagojik alan bilgilerinin çocukların matematik yeteneğini ve matematiği sevmelerini yordama düzeylerinin incelenmesi [An analysis of the predictive roles of the pre-school teachers’ pedagogical content knowledge regarding mathematics in children’s mathematical skill and their liking of mathematics]. (Unpublished Doctoral Dissertation) Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara, Turkey.
  • Dağlı, H., Dağlıoğlu, H. E., & Atalmış, E. H. (2019). Development of a Preschool Teachers’ Pedagogical Content Knowledge Scale regarding mathematics International Journal of Assessment Toolsin Education. 6,(4), 617–635.
  • Dağlıoğlu, H. E., Genç H., & Dağlı H. (2017). Gelişimsel açıdan okul öncesi dönemde matematik eğitimi [Developmental mathematics education in preschool period]. In İ. Ulutaş (Ed.), Okul öncesinde matematik eğitimi (pp. 11-40). Ankara, Turkey: Hedef.
  • Dede, Y., & Karakuş, F. (2014). Matematik öğretmeni adaylarının matematiğe yönelik inançları üzerinde [Teacher candidates’ beliefs towards mathematics]. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 791-813.
  • Diaz, R. M. (2008). The role of language in early childhood mathematics. (Doctoral Dissertation) Florida International University.
  • Eğitim Reformu Girişmi. (2015). Öğretmen Politikalarında Mevcut Durum ve Zorluklar Raporu [Current Situation and Challenges Report in Teacher Policies Istanbul: Education Reform Initiative]. Istanbul, Turkey: Eğitim Reformu Girişimi. Retrieved from https://www.egitimreformugirisimi.org/yayin/ogretmen-politikalarinda-mevcut-durum-vezorluklar/ .
  • Fırat, Z. S., & Dinçer, Ç. (2018). Okul öncesi öğretmenlerin matematiksel ifadeleri kullanımlarının incelenmesi [Examining the use of mathematical expressions of preschool teachers]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(2), 895-914.
  • Gervasoni, A., Hunter, R., Bicknell, B., & Sexton, M. (2012). Powerful pedagogical actions in mathematics education. In B. Perry, T. Lowrie, T. Logan, A. MacDonald, & J. Greenlees (Eds.), Research in mathematics education in Australasia 2008–2011 (pp. 195-220). Rotterdam, Netherlands: Sense.
  • Gess-Newsome, J., Taylor, J. A., Carlson, J., Gardner, A. L., Wilson, C. D., & Stuhlsatz, M. A. (2019). Teacher pedagogical content knowledge, practice, and student achievement. International Journal of Science Education, 41(7), 944-963.
  • Gifford, S. (2005). Young children’s difficulties in learning mathematics: review of research in relation to dyscalculia. London, United Kingdom: Qualifications and Curriculum Authority.
  • Gömleksı̇z, M. N., & Serhatlıoğlu, B. (2013). Okul öncesi öğretmenlerinin öz-yeterlik inançlarına ilişkin görüşleri [Preschool teachers’ views on self-efficacy beliefs]. Electronic Turkish Studies, 8(7), 201- 221.
  • Graham, T. A., Nash, C., & Paul, K. (1997). Young children’s exposure to mathematics: the childcare context. Early Childhood Education Journal, 25(1), 31-38.
  • Guerriero, S. (2014). Teachers’ pedagogical knowledge and the teaching profession. Paris, France: OECD. Retrieved from http://www.oecd.org/education/ceri/Background_document_to_Symposium_ITELFINAL.pdf.
  • Güven, B., Karataş, İ., Öztürk, Y., Arslan, S., & Gürsoy, K. (2013). Okul öncesi öğretmenlerinin ve öğretmen adaylarının okul öncesi matematik eğitimine ilişkin inançların belirlenmesine yönelik bir ölçek geliştirme çalışması [A scale development study for preschool teachers and prospective teachers to determine beliefs about preschool mathematics education]. İlköğretim Online, 12(4), 969-980.
  • Haktanır, G., Dağlıoğlu, H. E., & Güler, T. (2010). Türkiye’de okul öncesi eğitimin son durumu [The latest state of pre-school education in Turkey]. In A. Çağlar (Ed.), 2010 Kültür Başkentinde yükselen çocuk sesleri İstanbul ilinde okul öncesi eğitimin niteliğini arttırma ve yaygınlaştırma çalıştayı 2010 Haziran (pp. 1-18). Istanbul, Turkey: TÖDER.
  • Jang, Y. J.(2013) Perspectives on mathematics education for young children.(Doctoral Dissertation) Graduate College of the University of Illinois.
  • Kaçan, M. O., Halmatov, M., & Kartaltepe, O. (2017). Okul öncesi eğitim kurumları bahçelerinin incelenmesi [Examining the gardens of the preschool education institutions]. Erken Çocukluk Çalışmaları Dergisi, 1(1), 60-70.
  • Kandır, A., & Çaltık, İ. (2006). Okul öncesi eğitim kurumlarında görevli öğretmenlerin okullarında fiziksel koşullarına ve sınıflarındaki ilgi köşelerinin özelliklerine ilişkin görüşlerinin incelenmesi [Examination of the opinions of the teachers working in preschool education institutions about the physical conditions in their schools and the characteristics of the corners of interest in their classrooms]. Mesleki Eğitim Dergisi, 8(15), 40-62.
  • Kandır, A., Özbey, S., & İnal, G. (2009). Okul öncesi öğretmenlerinin eğitim programlarını planlanma ve uygulamada karşılaştıkları güçlüklerin incelenmesi [A study on the difficulties faced by preschool teachers in the planning and implementation]. Uluslararası Sosyal Araştırmalar Dergisi, 2(6), 373- 387.
  • Karakuş, H., Akman, B., & Ergene, Ö. (2018). Matematiksel gelişim inanç ölçeği’ni Türkçeye uyarlama çalışması [Adaptation of the mathematical development belief scale to Turkish]. Eğitim ve Öğretim Dergisi, 8(2), 211-228.
  • Kilday, C. R. (2010). Factors affecting children’s math achievement scores in preschool. (Doctoral Dissertation) University of Virginia Institute of Educational Sciences.
  • Koç, F., Sak, R., & Kayri, M. (2015). Okul öncesi eğitim programındaki etkinliklere yönelik öz-yeterlik inanç ölçeğinin geçerlik ve güvenirlik analizi [Validity and Reliability Analysis of Self-Efficacy Beliefs Scale for Activities in Preschool Education Program]. İlköğretim Online, 14(4), 1416-1427.
  • Lee, J. E. (2017). Preschool teachers’ pedagogical content knowledge in mathematics. International Journal of Early Childhood, 49(2), 229-243.
  • Ma, L. (2010). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. New York, NY: Routledge.
  • McCray, J. (2008). Pedagogical content knowledge for preschool mathematics: relationships to teaching practices and child outcomes. (Doctoral Dissertation) Loyola University, Chicago, IL.
  • McCray, J. S., & Chen, J. Q. (2012). Pedagogical content knowledge for preschool mathematics: Construct validity of a new teacher interview. Journal of Research in Childhood Education, 26(3), 291-307.
  • Metin, N. (1994). Okul öncesi dönemde matematik eğitimi - etkinlik örnekleri [Mathematics education in preschool - examples of activities]. In Ş. Bilir (Ed.), Okul öncesi eğitimciler için el kitabı (p:20-31). Istanbul: Ya-Pa.
  • National Council of Teachers of Mathematics. (2000). Principles and Standards for school mathematics. Reston, VA: NCTM.
  • National Council of Teachers of Mathematics. (2009). Strengthening research by designing for coherence and connections to practice. Journal for Research in Mathematics Education, 41(3), 216-235.
  • Organisation for Economic Co-operation and Development. (2015). Education Policy Outlook 2015. Paris, France: OECD. https://doi.org/10.1787/9789264225442-en.
  • Parpucu, N., & Erdoğan, S. (2017). Okul öncesi öğretmenlerinin sınıf uygulamalarında matematik dilini kullanma sıklıkları ile pedagojik matematik bilgileri arasındaki ilişki [The relationship between the frequency of mathematical language and pedagogical mathematic content knowledge of preschool teachers]. Erken Çocukluk Çalışmaları Dergisi, 1(1), 19-32.
  • Pekince, P., & Avcı, N. (2016). Okul Öncesi Öğretmenlerinin Erken Çocukluk Matematiği ile İlgili Uygulamaları: Etkinlik Planlarına Nitel Bir Bakış [Applications mathematics relation with early childhood of preschool teachers: A qualitative view of event plans]. Kastamonu Eğitim Fakültesi Dergisi, 24(5), 2391-2408.
  • Piasta, S. B., Pelatti, C. Y., & Miller, H. L. (2015). Mathematics and science learning opportunities in preschool classrooms. Early Education & Development, 25(4), 445-468.
  • Platas, L. M. (2008). Measuring teachers’ knowledge of early mathematical development and their beliefs about mathematics teaching and learning in the preschool classroom. (Doctoral Dissertation) University of California Institute of Educational Sciences.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Shwartz, L. (2005). Teaching young children mathematics. London, United Kingdom: Praeger.
  • Smith, D. C., & Neale, D. C.(1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5(1), 1-20.
  • Smith, K. H. (1998). The construction of a survey of pedagogical content knowledge in early childhood mathematics. Unpublished Manuscript.
  • Smith, K. H. (2000). Early childhood teachers’ pedagogical content knowledge in mathematics: a quantitative study. (Doctoral Dissertation) Georgia State University Institute of Social Sciences.
  • Sperry-Smith, S. (2006). Early childhood mathematics (3rd ed.). Pearson
  • Şeker, P. T. (2013). Okul öncesi öğretmenlerinin okul öncesi dönemde matematik eğitimine yönelik inanç ve öz yeterliklerinin 48-60 aylık çocukların matematik yeteneklerine etkisinin incelenmesi [A survey study of the effects of preschool teachers’ beliefs and self-efficacy towards mathematics education and their demographic features on 48-60-month-old preschool children’s mathematic skills]. (Doctoral Dissertation) Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara, Turkey.
  • Şeker, P. T., & Alisinanoğlu, F. (2015). A survey study of the effects of preschool teachers’ beliefs and selfefficacy towards mathematics education and their demographic features on 48-60-month-old preschool children’s mathematic skills. Scientific Research Publishing, 6(3), 405-414.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. New York, NY: Allyn & Bacon.
  • TEDMEM. (2016). 2016 Eğitim Değerlendirme Raporu [2016 Education Assessment Report]. Ankara, Turkey: Türk Eğitim Derneği. Retrieved from https://tedmem.org/yayin/2016-egitim-degerlendirmeraporu.
  • Tian, F., & Huang, J. (2019). Early Childhood Teachers’ Pedagogical Content Knowledge in Mathematics: A Research Report from China. Universal Journal of Educational Research, 7(11), 2258-2261.
  • Ünal, M., & Akman, B. (2006). Okul öncesi öğretmenlerinin fen eğitimine karşı gösterdikleri tutumlar [The attitude they showed against the science education of pre-school teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 251-257.
  • Zhang, Y. (2015). Pedagogical content knowledge in early mathematics: What teachers know and how it associates with teaching and learning. (Doctoral Dissertation) Loyola University Institute of Educational Sciences, Chicago, IL.
APA ARGIN Y, DAGLIOGLU H (2020). An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. , 1948 - 1962. 10.17051/ilkonline.2020.762762
Chicago ARGIN Yusuf,DAGLIOGLU HACER ELIF An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. (2020): 1948 - 1962. 10.17051/ilkonline.2020.762762
MLA ARGIN Yusuf,DAGLIOGLU HACER ELIF An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. , 2020, ss.1948 - 1962. 10.17051/ilkonline.2020.762762
AMA ARGIN Y,DAGLIOGLU H An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. . 2020; 1948 - 1962. 10.17051/ilkonline.2020.762762
Vancouver ARGIN Y,DAGLIOGLU H An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. . 2020; 1948 - 1962. 10.17051/ilkonline.2020.762762
IEEE ARGIN Y,DAGLIOGLU H "An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type." , ss.1948 - 1962, 2020. 10.17051/ilkonline.2020.762762
ISNAD ARGIN, Yusuf - DAGLIOGLU, HACER ELIF. "An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type". (2020), 1948-1962. https://doi.org/10.17051/ilkonline.2020.762762
APA ARGIN Y, DAGLIOGLU H (2020). An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. İlköğretim Online (elektronik), 19(4), 1948 - 1962. 10.17051/ilkonline.2020.762762
Chicago ARGIN Yusuf,DAGLIOGLU HACER ELIF An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. İlköğretim Online (elektronik) 19, no.4 (2020): 1948 - 1962. 10.17051/ilkonline.2020.762762
MLA ARGIN Yusuf,DAGLIOGLU HACER ELIF An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. İlköğretim Online (elektronik), vol.19, no.4, 2020, ss.1948 - 1962. 10.17051/ilkonline.2020.762762
AMA ARGIN Y,DAGLIOGLU H An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. İlköğretim Online (elektronik). 2020; 19(4): 1948 - 1962. 10.17051/ilkonline.2020.762762
Vancouver ARGIN Y,DAGLIOGLU H An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type. İlköğretim Online (elektronik). 2020; 19(4): 1948 - 1962. 10.17051/ilkonline.2020.762762
IEEE ARGIN Y,DAGLIOGLU H "An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type." İlköğretim Online (elektronik), 19, ss.1948 - 1962, 2020. 10.17051/ilkonline.2020.762762
ISNAD ARGIN, Yusuf - DAGLIOGLU, HACER ELIF. "An investigation into mathematics-related pedagogical content knowledge of preschool educators based on institution type". İlköğretim Online (elektronik) 19/4 (2020), 1948-1962. https://doi.org/10.17051/ilkonline.2020.762762
Sayfa Oluşturulma Tarihi
23-04-2024 13:40

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları