Sorgulama Temelli Matematik Etkinliklerinin Çocukların Matematiksel Becerilerine Etkisi
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Date
2017Author
Karademir, Abdulhamit
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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