Okul Öncesi Öğretmenlerinin Matematik Pedagojik Alan Bilgileri ile Çocukların Çalışma Belleği Arasındaki İlişkinin İncelenmesi

Abstract

In this study, it was aimed to examine the relationship between preschool teachers' mathematical pedagogical content knowledge and preschool children's working memory skills, teachers' working memory awareness and discourse-based practices. The mixed method, in which quantitative and qualitative research methods are used together, was used in the research. Interview as a qualitative data collection method; Descriptive analysis approach was used for the analysis of the data, and the “Pedagogical Content Knowledge Scale in Preschool Mathematics” with a Cronbach Alpha value of .71 and the "Working Memory Rating Scale" with a Cronbach Alpha value of .975 were used as quantitative data collection tools. Data on teachers' mathematical pedagogical content knowledge were obtained with Pedagogical Content Knowledge Scale in Preschool Mathematics and data on children's working memory were obtained with Working Memory Rating Scale". In the study conducted with 119 preschool teachers and 357 children working in the 60-72 month group. In the study, it was found that the scores of teachers from OMPAB did not show a statistically significant difference according to theirs age and professional experience, and it was determined that the pedagogical field knowledge scores of undergraduate teachers were lower than those of teachers with graduate education. It was concluded that as teachers' pedagogical content knowledge increases, children show stronger working memory characteristics. When the scores of the children in the WMRS were compared, it was concluded that the boys showed stronger working memory characteristics compared to the girls. In terms of the variable of getting pre-school education, there was a significant difference in favor of the children who received pre-school education for 1 year or more compared to the children who received pre-school education for less than 1 year.