Analyzing Efficiency of Two Different Methods involving Acquisition of Operational Skills by Preschool Children

Sema Soydan

doi:10.12973/eurasia.2014.1036a

Full Text (PDF)

Sema Soydan ¹ ^*

More Detail

¹ Mevlana Universitesi, TURKEY^* Corresponding Author

Abstract

This study, an education program was developed to improve addition-subtraction skills of 6-year old children using educational toys and smart boards. The program was implemented with children, and its effects on their operational skills were analysed. The study group of the research is composed of 90 children who attended preschool classes in Konya during the 2011-2012 academic year; 30 of them (13 females and 17 males) attended an educational program using smart boards, 30 of them (16 females and 14 males) attended a program using educational toys and 30 of them attended an educational program using traditional methods. The results of the study suggest that children acquire operational skills at a higher degree through using the smart boards and educational toys methods when compared to traditional teaching. On the other hand, there is no meaningful difference between the smart boards and educational toys methods in terms of acquiring addition skills. Yet, in terms of acquisition of subtraction skills, there is a meaningful difference in favour of the educational toys method.

Keywords

preschool mathematics education
addition-subtraction skills
smart boards
educational toys

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2015, Volume 11, Issue 1, 129-138

https://doi.org/10.12973/eurasia.2014.1036a

Publication date: 16 Dec 2015

Article Views: 2043

Article Downloads: 991

Open Access References How to cite this article

References

Aktaş Arnas, Y. (2012). Okul öncesi dönemde matematik eğitimi. Ankara: Vize Yayıncılık.
Artut, D. P. & Tarım K. (2006). Anasınıfı öğrencilerine toplama ve çıkarma becerilerinin kazandırılmasında kubaşık öğrenme yönteminin uygulanması, I. Uluslararası Okul Öncesi Eğitim Kongresi Bildiri Kitabı I. Cilt. İstanbul:Yapa Yayınları.
Avcı, N. & Dere, H. (2002). Okul öncesi çocuğu ve matematik. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara.
Baki, A. (2002). Bilgisayar destekli matematik. İstanbul: Ceren Yayın Dağıtım.
Barth, H., La Mont, K., Lipton, J. & Spelke, E. S. (2005). Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences, 102, 14116– 14121.
Baykul, Y. (1999). İlköğretim birinci kademe matematik öğretimi. İstanbul: Milli Eğitim Basımevi
BECTA (2003). What the research says about ICT and motivation. The British Educational Communications and Technology Agency, Coventry, İngiltere.
Busbridge, J. & Womack, D. (1991). Effective maths teaching a guide to teaching basic mathematical concepts. England: Stanley Thornes Ltd.
Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry. 46(1), 3- 18.
Chao, S. J., Stigler, J. W. & Woodward J. A. (2000) The effects of physical materials on kindergartners learning of number conceps. Cognition and Instruction, 18 (3), 285 – 316.
Charlesworth, R. (2005). Prekindergarten mathematics: Connecting with national standards. Early Childhood Education Journal, 32 (4), 229-236.
Charlesworth, R. & Lind, K. K. (2003) Math and Science for Young Children (4th ed.). Albany, NY: Delmar.
Clarke, A. (2001). Designing Computer-Based Learning Materials. Abingdon, Oxon, GBR: Gower Publishing Limited.
Cooper, B. & Brna, P. (2002). Supporting high quality interaction and motivation in the classroom using the social and emotional learning and engagement in the NIMS Project. Education, Communication and Information, 2(4), 113–138.
Davun, B. (1997) Anasınıfı öğrencilerinde sayı kavramını geliştirmeye yönelik görsel araçlar ve anasınıfı öğrencileri için sayı kavramı alıştırma kitabı örneği. [Visual materials for developing number concept of early childhood students and a sample of number concept exercise book for early childhood education] Unpublished Master’s thesis. Gazi University. Ankara.
Diaz, D. P., Gunderson, D. J., King, P. P., Lashley, E. L., Linder, S.M.,Moss, D. A.,Moss,W. F. & Schumpert, J. (2009). Math out of the box, developing number concepts: Grade K: Kit A. Burlington, NC: Carolina Biological Supply.
Ekici, F. (2008). Akıllı tahta kullanımının ilköğretim öğrencilerinin matematik başarılarına etkisi [Effects of smart board usage on primary school maths students’ success]. Unpublished Master’s thesis. Marmara Univesity, İstanbul.
Erdoğan, E. & Baran G. (2009). A study on the effect of mathematics teaching provided through drama on the mathematics ability of six-year old children. Eurasia Journal of mathematics, Science & Technology Education, 5(1), 79-85.
Gifford, S. (2005). Teaching mathematics 3 – 5: developing learning in the foundation stage. England: Open University Press.
Gilmore, K. C. & Bryant, P. (2006). Individual differences in children’s understanding of inversion and arithmetical skill. British Journal of Educational Psychology, 76, 309-331.
Glover, D., Miller, D., Averis, D. & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard in mathematics and modern languages: an empirical analysis from the secondary sector. Learning, Media and Technology, 32(1), 5 – 20.
Greenberg, P. (1994). How and why to teach all aspects of preschool and kindergarten math naturally, democratically and effectively- part 2. Young Children, 49 (2), 12-18.
Griffin, S. (2004). Building number sense with number worlds: Amathematics program for young children. Early Childhood Research Quarterly, 19, 173–180.
Hatfield, M.M., Edwars, N.T. & Bitter, G.G. (1997). Mathematics methods for elementary and middle school teachers. New York: Allyn and Bacon Pub.
Hwang, W., Chen, N. & Hsu, R. (2006).Development and evaluation of multimedia whiteboard system for improving mathematical problem solving. Computers & Education, 46, 105-121.
Kamii, C. & Housman L.B. (2000). Young children reinvent arithmetic: ımplication of Piaget’s theory Second Edition. New York: Teachers Collage Press.
Karşal, E. (2004). Okul öncesi dönemi çocuklarda müzik yeteneği ve matematik yeteneği ilişkisi ve müzik eğitiminin matematik performansı üzerine etkisi [The relationship between mathematical ability’ and musical ability and the effect of music education on mathematical performance]. Unpublished doctoral thesis. Marmara Univesity. İstanbul.
Kırlar, B. (2006). Okul öncesi eğitim kurumuna devam eden altı yaş çocuklarına bazı matematiksel kavramları kazandırmada yapılandırılmış yöntem ile geleneksel yöntemin etkinliğinin karşılaştırılmalı olarak incelenmesi. [Studying as comparison between the effectiveness of constructivist and traditional education methods in enabling six-year-old pre-school to acquire skills in some mathematical concepts]. Unpublished Master’s thesis. Selçuk University. Konya.
Ktoridou, D., Eteokleous, N. & Gregoriou, G. (2005). Preschoolers developing mathematical understveing through computer-based activities, EUROCON, 1, 787- 790.
Lansdell, J.M. (1999). Introducing young children to mathematical concepts: Problems with new terminology. Edicational Studies, 25 (3), 327-333.
Lopez, O. (2010). The digital learning classroom: Improving english language learners academic success in mathematic reading using interactive whiteboard technology. Computers & Education, 54, 901 – 915.
McCrink, K. & Wynn, K. (2004). Large number addition and subtraction by 9-month-old infants. Psychological Science, 15, 776–781.
MEB (2012). Okul öncesi eğitim programı. Ankara: Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü.
Mechling, L., Gast, D. & Krupa, K., (2007), Impact of smart board technology: An investigation of sight 137roj reading and observational learning. Journal of Autism and Developmental Disorders, 37 (10), 1869-82.
Morgan, A. (2010). Interactive whiteboards, interactivity and play in the classroom with children aged three to seven years. European Early Childhood Education Research Journal, 18 (1), 93-104.
Nair, A. & Pool, P. (1991). Mathematics methods. A resource book for primary school teachers. Malaysia: MacMillan Education Ltd.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Authors
Orton, A. & Frobisher, L. (1996). Insights into tecahing mathematics. London: Cassell.
Özsoy, N. (2003a). İlköğretim matematik derslerinde yaratıcı drama yönteminin kullanılması [Use of technics as creative drama in elemantary mathematics teaching education]. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 5(2), 112-119.
Özsoy, N. (2003b). Yaratıcı dramanın matematik öğretiminde bir yöntem olarak kullanılması [Use of technics as creative drama in mathematics teaching education]. Çağdaş Eğitim Dergisi, 300, 23-26.
Peker, M. & Mirasyedioğlu, Ş. (2008). Pre-service elemantary school teachers’ learning styles and attitudes towards mathematics. Eurasia Journal of Mathematics, Science & Technology Education, 4(1), 21-26.
Poyraz, H. & Turhan, G. (2006) A research to the effect number and sentence maturity has on preschool children with a lower social economic level by using the aplicated mathematical concepts in a supportive educational program. Gazi Üniversitesi Mesleki Eğitim Fakültesi Dergisi, 1 (1), 147-161.
Raida, J. (1999). Mathematics stories: The effcet of instructional cantext on the mathematical understnading og young children. Unpublished doctoral thesis. University of Houston, USA.
Sezer, T. (2008). Okul öncesi eğitimi alan beş yaş grubu çocuklara sayı ve işlem kavramlarını kazandırmada drama yönteminin etkisinin incelenmesi. [An investigation of the effect of the drama method on acquisition of number and operation concepts by five-year old children enrolled at preschool education] Unpublished Master’s thesis. Abant İzzet Baysal University. Bolu.
Slaughter, V., Kamppi, D. & Paynter, J. (2006). Toddler subtraction with large sets: Further evidence for an analog-magnitude representation of number. Developmental Science, 9, 33–39.
Şirin, S. (2011). Anaokuluna devam eden beş yaş grubu çocuklara sayı ve işlem kavramlarını kazandırmada oyun yönteminin etkisi [The effect of game method on the five years children who attend the kindergarten to gain the concepts of number and operation] Unpublished Master’s thesis. Uludağ University. Bursa.
Tarım, K. & Deretarla Gül, E., (2003). Anasınıfı ve ilköğretim birinci sınıf öğrencilerinin toplama ve çıkarma becerilerinde kullandıkları stratejilerin incelenmesi. [Investigation of substraction and addition strategies of kindergarden and first grade students] OMEP 2003 Dünya Konsey Toplantısı ve Konferansı, 270-283.
Tataroğlu, B. (2009). Matematik öğretiminde akıllı tahta kullanımının 10. Sınıf öğrencilerinin akademik başarıları, matematik dersine karşı tutumları ve öz-yeterlik düzeylerine etkileri [The effect of utilizing the smart board in mathematics teaching on 10th grade students, their project standings, their attitude towards mathematics and their self efficacy levels] Unpublished Master’s thesis. Dokuz Eylül University. İzmir.
Trisha, A. (1999). Success of using technology and manipulatives to introduce numerical problem solving skills in monolingual/bilingual early childhood classrooms. The Journal of Computers in Mathematics and Science Tecahing, 18 (4), 361-369.
Troutman, A. P. & Lichtenberg, K. B. (1991). Mathematics a good beginning strategies for teaching children (4th ed.). California Books/Cole Pub.
Tucker, B. F., Singleton, A. H. & Weaver, T. L. (2002). Teaching mathematics to all children. Upper Saddle River, NJ: Pearson Education.
Türkmenoğlu, F. (2005). 60–72 aylık çocukların matematik becerilerini kazanmalarında, “Oyun yoluyla matematik becerilerini kazandırma programı” nın etkisinin incelenmesi [The study of the program aiming at developing math skills of 60-72 month of children through games in gaining thier math skills] Unpublished Master’s thesis. Gazi University, Ankara.
Yıldız, V. (1998). İşbirlikli öğrenme ve geleneksel öğretimin okulöncesi çocuklarının temel matematik başarıları üzerindeki etkileri ve mevcut uygulamalarla ilgili öğretmen görüşleri. [The Effects of cooperative learning and traditional teaching methods on pre-school children`s mathematical achievement and teachers ideas about the present applications] Unpublised doctoral thesis. Dokuz Eylül University, İzmir.
Yılmaz Bolat, E. & Dikici Sığırtmaç, A. (2006) Sayı ve işlem kavramının kazanımında müzikli oyunların etkisi. [The Effect of the Musical Game Activities to Gain the Number and Transaction Concept] Ege Eğitim Dergisi, 2(7), 43-56.
Yiğit, T. (2008). Okulöncesi eğitim kurumlarında Montessori ve geleneksel öğretim yöntemleri alan çocukların sayı kavramını kazanma davranışlarının karşılaştırılması [Comparision of gaining number concept of children who are trained via Montessori and traditional methods in preschool institutions.] Unpublished Master’s thesis. Selçuk University, Konya.
Young-Loveridge, M. J. (2004). Effect on early numeracy of a program using number boks and games. Early Childhood Research Quaterly, 19 (1), 82-92.
Zhou, X. & Wang, B. (2004). Preschool children’s representation and understanding of written number symbols. Early Child Development and Care, 174 (3), 253- 266.
Zur, O. & Gelman, R. (2004). Young children can add and subtract by predicting and checking. Early Childhood Research Quarterly, 19, 121–137.

How to cite this article

APA

Soydan, S. (2015). Analyzing Efficiency of Two Different Methods involving Acquisition of Operational Skills by Preschool Children. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 129-138. https://doi.org/10.12973/eurasia.2014.1036a

Vancouver

Soydan S. Analyzing Efficiency of Two Different Methods involving Acquisition of Operational Skills by Preschool Children. EURASIA J Math Sci Tech Ed. 2015;11(1):129-38. https://doi.org/10.12973/eurasia.2014.1036a

AMA

Soydan S. Analyzing Efficiency of Two Different Methods involving Acquisition of Operational Skills by Preschool Children. EURASIA J Math Sci Tech Ed. 2015;11(1), 129-138. https://doi.org/10.12973/eurasia.2014.1036a

Chicago

Soydan, Sema. "Analyzing Efficiency of Two Different Methods involving Acquisition of Operational Skills by Preschool Children". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 1 (2015): 129-138. https://doi.org/10.12973/eurasia.2014.1036a

Harvard

Soydan, S. (2015). Analyzing Efficiency of Two Different Methods involving Acquisition of Operational Skills by Preschool Children. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), pp. 129-138. https://doi.org/10.12973/eurasia.2014.1036a

MLA

Soydan, Sema "Analyzing Efficiency of Two Different Methods involving Acquisition of Operational Skills by Preschool Children". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 1, 2015, pp. 129-138. https://doi.org/10.12973/eurasia.2014.1036a