Sorgulama Temelli Matematik Etkinliklerinin Çocukların Matematiksel Becerilerine Etkisi

Abstract

The aim of this study was to develop a module of inquiry-based mathematics activities that are suitable for 60-72 month-old children's developmental characteristics, interests, needs and expectations as well as the preschool curriculum, determine the effect of this module on children's mathematical abilities, and evaluate the effectiveness and process of the inquiry-based approach based on teachers' and parents' views. Explanatory sequential design, a mixed-method design, was employed in the study. The participants were 57 children, 19 in the experimental group, 19 in the control group and 19 in the placebo group, who were attending a kindergarten affiliated to Sincan District Directorate of National Education in Ankara during the fall semester of 2016-2017 school year. The independent variable of this study that was conducted in accordance with the 3x3 experimental research design (i.e. three groups: experimental, control and placebo groups; three measurements: pretest, posttest and monitoring test) was the module of inquiry-based mathematics activities, whereas the dependent variable was children's mathematical abilities. The experimental group consisted of children who were involved in the module of inquiry-based mathematics activities, while the control group included children who were not involved in the module. On the other hand, the placebo group comprised of children who were engaged in activities that were not related to mathematics education. The module that contained 30 activities and was developed by the researcher was administered to the children in the experimental group three days a week for 10 weeks. Turkish reading activities were done in the placebo group for six weeks, but no intervention was performed in the control group. Following the research procedure, semi-structured interviews were conducted with the teacher of the experimental group, and 12 parents of the children from the same group. Additionally, observations were made, and observation forms were filled during the activities. The research data were gathered separately for the dimensions of children, teacher and parents. Test of Early Mathematics Ability (TEMA-3) was used to gather data with regard to the effect of the module on children's mathematical abilities. A semi- x structured interview form developed by the researcher was employed to obtain in-depth data regarding the instructional process and the changes observed in children from the teacher and parents. The results of (factorial-split-plot) ANOVA were used to determine the effect of the module of inquiry-based mathematics activities on children's mathematical abilities. Bonferroni test was performed to see between which groups and measurements significant differences occurred in the posttest scores of the groups. A trail test was administered five weeks after the posttest to reveal whether the module of inquiry-based mathematics activities had a long-term effect. The findings showed that the module of inquiry-based mathematics activities positively affected the children's mathematical abilities. Moreover, it was also found to have a long-term effect on the children's mathematical abilities when the retention of its effectiveness was examined. Finally, the interviews and observations supported the results of the quantitative analysis, and the teacher and parents had positive views on inquiry-based learning activities