Investigation of MoNE Preschool Education Mathematics Activities in Terms of Mathematical Values

Gülşade Savaş; Gökhan Duman

Makale detayları

Investigation of MoNE Preschool Education Mathematics Activities in Terms of Mathematical Values

Yazarlar:

Gülşade Savaş | Gökhan Duman

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Öncesi Eğitim | Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.2969-2987

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307330

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The aim of this research is to examine the mathematical activities used in preschool education in terms of the mathematical values they contain. In the research, which is a descriptive study in the survey model, one of the qualitative research methods, the document review method was used. Using the method of purposeful sample determination, the mathematics activity plans of the Ministry of National Education preschool education were scanned, one hundred and fifty mathematical activity plans were reached, and seventy-six of them formed the sample. A Form for Examining the Values Contained in Mathematics developed by researchers in order to collect data; it consists of a total of three dimensions and twenty-eight items, including general educational values ten items, mathematical values six items and mathematical education values twelve items. Document analysis was used in the analysis of the data, and the total percentage frequencies were calculated by induction method. In mathematics activity plans, it has been determined that there are the largest number of heed value in the context of general educational values and this value is followed by its standard value. On the other hand, it has been found that comment, praise, regard values are not included. In the context of mathematical values, it has been seen that the value found in the largest number is the objectivism value and the progress value follows this order. It has also been determined that there is no place for mystery value. It has been seen that the highest number of accuracy values related to mathematics education values are included, followed by creativity value. On the other hand, it was determined that the values of efficient working, enjoyment, flexibility, open mindedness, persistence, systematic working are not included. Based on the research findings, it has been proposed to organize preschool education in such a way that values that are not included in mathematics activity plans are included.

 The aim of this research is to examine the mathematical activities used in preschool education in terms of the mathematical values they contain. In the research, which is a descriptive study in the survey model, one of the qualitative research methods, the document review method was used. Using the method of purposeful sample determination, the mathematics activity plans of the Ministry of National Education preschool education were scanned, one hundred and fifty mathematical activity plans were reached, and seventy-six of them formed the sample. A Form for Examining the Values Contained in Mathematics developed by researchers in order to collect data; it consists of a total of three dimensions and twenty-eight items, including general educational values ten items, mathematical values six items and mathematical education values twelve items. Document analysis was used in the analysis of the data, and the total percentage frequencies were calculated by induction method. In mathematics activity plans, it has been determined that there are the largest number of heed value in the context of general educational values and this value is followed by its standard value. On the other hand, it has been found that comment, praise, regard values are not included. In the context of mathematical values, it has been seen that the value found in the largest number is the objectivism value and the progress value follows this order. It has also been determined that there is no place for mystery value. It has been seen that the highest number of accuracy values related to mathematics education values are included, followed by creativity value. On the other hand, it was determined that the values of efficient working, enjoyment, flexibility, open mindedness, persistence, systematic working are not included. Based on the research findings, it has been proposed to organize preschool education in such a way that values that are not included in mathematics activity plans are included.

 The aim of this research is to examine the mathematical activities used in preschool education in terms of the mathematical values they contain. In the research, which is a descriptive study in the survey model, one of the qualitative research methods, the document review method was used. Using the method of purposeful sample determination, the mathematics activity plans of the Ministry of National Education preschool education were scanned, one hundred and fifty mathematical activity plans were reached, and seventy-six of them formed the sample. A Form for Examining the Values Contained in Mathematics developed by researchers in order to collect data; it consists of a total of three dimensions and twenty-eight items, including general educational values ten items, mathematical values six items and mathematical education values twelve items. Document analysis was used in the analysis of the data, and the total percentage frequencies were calculated by induction method. In mathematics activity plans, it has been determined that there are the largest number of heed value in the context of general educational values and this value is followed by its standard value. On the other hand, it has been found that comment, praise, regard values are not included. In the context of mathematical values, it has been seen that the value found in the largest number is the objectivism value and the progress value follows this order. It has also been determined that there is no place for mystery value. It has been seen that the highest number of accuracy values related to mathematics education values are included, followed by creativity value. On the other hand, it was determined that the values of efficient working, enjoyment, flexibility, open mindedness, persistence, systematic working are not included. Based on the research findings, it has been proposed to organize preschool education in such a way that values that are not included in mathematics activity plans are included.

 Bu araştırmanın amacı; okul öncesi eğitiminde kullanılan matematik etkinliklerinin barındırdığı matematiksel değerler açısından incelenmesidir. Tarama modelinde betimsel çalışma olan araştırmada nitel araştırma yöntemlerinden doküman incelemesi yönteminden yararlanılmıştır. Amaçlı örneklem belirleme yöntemiyle MEB okul öncesi eğitimi matematik etkinlik planları taranmış, yüz elli matematik etkinlik planına ulaşılmış ve yetmiş altı tanesi örneklemi oluşturmuştur. Veri toplamak amacıyla araştırmacılar tarafından geliştirilen Matematiğin Barındırdığı Değerleri İnceleme Formu; genel eğitimsel değerler on madde, matematiksel değerler altı madde ve matematik eğitimi değerleri on iki madde olmak üzere toplam üç boyut ve yirmi sekiz maddeden oluşmaktadır. Verilerin analizinde doküman analizinden yararlanılmış, tümevarım yöntemiyle toplam yüzde frekanslar hesaplanmıştır. Matematik etkinlik planlarında; genel eğitimsel değerlerden, en fazla dikkat çekici değerinin bulunduğu ve bu değeri standart değerinin takip ettiği belirlenmiştir. Öte yandan; yönetim, övgü, itibar değerlerinin yer almadığı saptanmıştır. Matematiksel değerler bağlamında; en fazla bulunan değerin nesnecilik değerinin olduğu ve ilerleme değerinin bu sıralamayı takip ettiği görülmüştür. Ayrıca gizem değerine yer verilmediği belirlenmiştir. Matematik eğitimi değerlerine ilişkin en fazla kesinlik değerinin yer aldığı ve ardından yaratıcılık değerinin geldiği görülmüştür. Buna karşın; etkili çalışma, hoşlanma, esneklik, açık fikirlilik, ısrar, sistematik çalışma değerlerinin yer almadığı belirlenmiştir. Araştırma bulgularından hareketle; okul öncesi eğitimi matematik etkinlik planlarında bulunmayan değerlere yer verilecek şekilde düzenleme yapılması önerilmiştir.

Makale detayları

Investigation of MoNE Preschool Education Mathematics Activities in Terms of Mathematical Values

Yazarlar:

Gülşade Savaş | Gökhan Duman

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Öncesi Eğitim | Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.2969-2987

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307330

pISSN:

2602-2850

Preschool education

Educational values

Mathematical valuesOkul öncesi eğitim

Eğitimsel değerler

Matematik eğitimi değerleri

Sayı

Makale detayları

Investigation of MoNE Preschool Education Mathematics Activities in Terms of Mathematical Values

Yazarlar: Gülşade Savaş | Gökhan Duman

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Okul Öncesi Eğitim | Matematik Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.2969-2987

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001307330

pISSN: 2602-2850

Preschool education

Educational values

Mathematical valuesOkul öncesi eğitim

Eğitimsel değerler

Matematik eğitimi değerleri

Sayı

Yazarlar:

Gülşade Savaş | Gökhan Duman

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Öncesi Eğitim | Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 58, pp.2969-2987

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001307330

pISSN:

2602-2850