“Okul Öncesi Matematik Programı”Nın Çocukların Matematik Becerilerine Etkisi

Abstract

The purpose of the current study is to adapt and apply the Pre-K Mathematics Curriculum, which is applied by training teachers, to Turkish and also to examine the effects of the curriculum on the math skills of 48-66 month-old-children and the participation of parents in math activities. “Embedded Mixed Design” was adopted in this research, in its quantitative dimension semi experimental design with a pre-test, post-test, follow-up test control group was utilized and a case study was implemented in the qualitative part of the research. The study group is composed of 58 children attending two kindergartens in Etimesgut district of Ankara Province during 2019-2020 academic year, 56 parents and 6 teachers. The curriculum was implemented for 11 weeks and 3 days a week. After the implementation, interviews were conducted with the teachers in the experimental group and 18 volunteer parents. Quantitative data were analysed using independent samples t test, one-factor and two-factor ANOVA for repeated measurements, latent growth model, while qualitative data were analysed with content analysis. The results of the study revealed that there was a significant difference in the total scores and sub-dimensions of the math skills of the children in the experimental group compared to the children in the control group and that there was no significant difference in the total scores and sub-dimensions of the participation of mathematics activities of the parents in the experimental group compared to the parents in the control group. However, it was found that there was a significant difference between the pre-test and post-test mean scores of parents in the experimental group. It was found that ANOVA results based on total math skills and participation scores in total math activities were also supported by the “Latent Growth Model”. It is concluded that qualitative findings support quantitative findings. These results show that the curriculum is effective in improving children's math skills and the participation of parents in math activities and this effect is permanent.