Okul öncesi öğretmenlerinin matematik eğitimine yönelik görüş ve ihtiyaçlarının incelenmesi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı okul öncesi öğretmenlerinin matematik eğitimine yönelik görüş ve ihtiyaçlarının incelenmesidir. Araştırmada nitel araştırma yöntemlerinden durum çalışması yöntemi kullanılmıştır. Çalışma grubunu Türkiye'nin kuzeydoğunda yer alan bir ilde görev yapan 18 okul öncesi öğretmeni oluşturmaktadır. Araştırmanın verilerinin toplanmasında araştırmacılar tarafından hazırlanan "Okul Öncesi Öğretmenlerinin Matematik Eğitime Yönelik Görüş ve İhtiyaçlarının Belirleme Formu" kullanılmıştır. Elde edilen veriler tümevarımsal tematik analiz yöntemiyle analiz edilmiştir. Araştırmanın sonucunda, okul öncesi öğretmenlerinin çocuklara kazandırılması gereken matematik becerileri arasında rakamlar ve sayılar, sınıflandırma, eşleştirme, gruplama, karşılaştırma, sıralama, az-çok ve çarpma becerilerinin yer aldığı belirlenmiştir. Öğretmenlerin matematik kavramlarının öğretilmesinde en fazla oyun yoluyla ve yaparak yaşayarak öğretim yöntem ve tekniklerini önerdiği tespit edilmiştir. Ayrıca problem çözme, şarkı-müzik ve drama yöntem ve tekniklerinin kullanılmasını da önerdiği belirlenmiştir. Matematik etkinlikleri hazırlama ve uygulamada öğretmenlerin somutlaştırma, öğretimsel problemler, materyal ve kitap eksiliği, yöntem ve çocukların seviyesine inme konusunda problem yaşadığı tespit edilmiştir. Çocukların matematik öğrenmelerinde çocuk, aile, öğretmen ve okul-aile işbirliğinden kaynaklı faktörlerin etkili olduğu, ayrıca çocukların matematik becerilerinin gelişmesinde öğretmenlerin ve ailelerin önemli rol oynadığı tespit edilmiştir. Öğretmenlerin en fazla eğitim ihtiyacı hissettikleri konuların "Matematik Öğrenme Güçlüğü- Diskalkuli" ve "Matematikte Kullanılan Eğitim Materyalleri" olduğu belirlenmiştir. Sonuç olarak, öğretmenlerin matematik eğitimi konusunda çeşitli zorluklar yaşadığı ve özellikle bazı konularda daha fazla eğitime ihtiyaç duydukları belirlenmiştir. Çocukların matematik becerilerinin gelişiminde öğretmenlerin ve ailelerin işbirliğinin kritik öneme sahip olduğu tespit edilmiştir.
The aim of this study is to examine the views and needs of preschool teachers towards mathematics education. Case study method, one of the qualitative research methods, was used in the study. The study group consisted of 18 preschool teachers working in a province located in the northeast of Turkey. The "Form for Determining the Opinions and Needs of Preschool Teachers Towards Mathematics Education" developed by the researchers was used to collect the data of the study. The data obtained were analyzed by inductive thematic analysis method. As a result of the study, it was determined that the preschool teachers' mathematics skills that children should acquire include numbers and numbers, classification, matching, grouping, comparison, sorting, less-more and multiplication skills. It was determined that teachers mostly recommended teaching methods and techniques through play and teaching by doing and experiencing. In addition, problem solving, song-music and drama methods and techniques were also recommended. In the preparation and implementation of mathematics activities, teachers had problems with concretization, instructional problems, lack of materials and books, methods and getting down to the level of children. It has been determined that factors arising from child, family, teacher and school-family cooperation are effective in children's mathematics learning, and that teachers and families play an important role in the development of children's mathematics skills. It was determined that the subjects that teachers felt most in need of training were "Mathematics Learning Disabilities - Dyscalculia" and "Educational Materials Used in Mathematics". As a result, it has been determined that teachers experience various difficulties in mathematics education and need more training especially in some subjects. It was determined that the cooperation of teachers and families is critical in the development of children's mathematics skills.
The aim of this study is to examine the views and needs of preschool teachers towards mathematics education. Case study method, one of the qualitative research methods, was used in the study. The study group consisted of 18 preschool teachers working in a province located in the northeast of Turkey. The "Form for Determining the Opinions and Needs of Preschool Teachers Towards Mathematics Education" developed by the researchers was used to collect the data of the study. The data obtained were analyzed by inductive thematic analysis method. As a result of the study, it was determined that the preschool teachers' mathematics skills that children should acquire include numbers and numbers, classification, matching, grouping, comparison, sorting, less-more and multiplication skills. It was determined that teachers mostly recommended teaching methods and techniques through play and teaching by doing and experiencing. In addition, problem solving, song-music and drama methods and techniques were also recommended. In the preparation and implementation of mathematics activities, teachers had problems with concretization, instructional problems, lack of materials and books, methods and getting down to the level of children. It has been determined that factors arising from child, family, teacher and school-family cooperation are effective in children's mathematics learning, and that teachers and families play an important role in the development of children's mathematics skills. It was determined that the subjects that teachers felt most in need of training were "Mathematics Learning Disabilities - Dyscalculia" and "Educational Materials Used in Mathematics". As a result, it has been determined that teachers experience various difficulties in mathematics education and need more training especially in some subjects. It was determined that the cooperation of teachers and families is critical in the development of children's mathematics skills.
Açıklama
Lisansüstü Eğitim Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
