Okul Öncesi Dönemde Matematik İle Dil Arasındaki İlişki Üzerine Bir İnceleme

Abstract

This study aims at revealing whether preschool children use mathematical concepts in their daily talks; how teachers communicate with a child using a mathematical expression; teachers’ opinions of relationship among preschool mathematics education, language development and mathematics and language; whether there is a relationship between language skills of preschool children and their mathematical concept development; and whether there is a significant difference between preschool children’s language and mathematical concept developments in relation to their age and sexes This study, which makes use of the mixed method using both qualitative and quantitative data collection tools, consists of three phases. On the first phase, one teacher with five students from each class, 14 teachers from 14 separate classes and 70 children in total were observed during children’s block games. Second phase consisted of interviewing the 14 teachers from the first phase. On the third phase, Bracken Basic Concept Scale-Revised Form and Peabody Picture Vocabulary Test were applied on the 70 children from the first phase. According to the findings obtained in the research, mathematical concepts were encountered in children’s talks for totally 1977 times. When looked into learning areas, children used the number learning area the most; then came the geometry; and the least used area was the concept related to measuring. No concept related to data learning area was encountered in children’s talks. According to the findings obtained in the research, teachers did not respond to 1528 of 1977 mathematical concepts children used. When the communication teachers have with children is examined, it is observed that teachers often prefer asking questions. It is perceived from the observations that teachers pay attention to instructing children and drawing their attention. Similarly, they also prefer accepting children’s opinions, repeating them, and encouraging children. In their communication with children WHO used a mathematical concept, teachers preferred talking about and explaining the least. All preschool teachers participating in the study agree that there is a relationship between mathematics and the language. Teachers who talk about a relationship between mathematics and language development also emphasize that language development influences achievement in mathematics. Participants think that children use mathematics in their daily lives/routines. They have a consensus on that. A significant relation (correlation) was found in the positive direction among children’s Peabody Picture Vocabulary Test and Bracken Basic Concept Scale Revised Form, containing total and mathematical concepts subtests: SRC, Direction-Position, Quantity, and Time-Order scores. In other words, qualitative data of the research Show signs of availability of a relationship between children’s language skills and mathematics skills. Findings showed that sex is not a significant variable related to fundamental concepts preschool children know.