The Impact of Big Math for Little Kids on Children’s Number Skills

Canan AVCI, (Ondokuz Mayıs Üniversitesi, Eğitim Fakültesi, Okul Öncesi Eğitimi, Samsun, Türkiye)
Ayşe KILIÇKAYA (Marmara Üniversitesi, Eğitim Fakültesi, Okul Öncesi Eğitimi, İstanbul, Türkiye)
Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi
5 2
Yıl: 2021 Cilt: 54 Sayı: 3 Sayfa Aralığı: 777 - 803 Metin Dili: İngilizce DOI: 10.30964/auebfd.931541 İndeks Tarihi: 29-07-2022

The Impact of Big Math for Little Kids on Children’s Number Skills

Öz:
It is acknowledged that, of the math skills, the number skills are the most significant factor which affects math achievement in the forthcoming grades. Thus, it is critical to support the development of number skills early in life. The present study examines whether supplementing a global curriculum with the Big Math for Little Kids (BMLK) affects the growth of children’s number skills. Pretest-posttest experimental design was used. Seventy-seven kindergarten children (38 experimental; 39 comparison) participated in the study. For six weeks, children in the experimental group were exposed to the Ministry of National Education (MoNE) program plus the BMLK while those in the comparison group only experienced the MoNE program. Children’s number skills were measured by the Anatolian Early Childhood Mathematics Skills Scale (ANOMAT). Findings indicated that children who were exposed to the global MoNE curriculum supplemented with the BMLK had greater gains than did those who experienced only the MoNE curriculum. The results indicate that a global curriculum supplemented with a skill-based curriculum has a positive impact on children’s number skills.
Anahtar Kelime: early childhood kindergarten big math for little kids early mathematics education number skills

Küçük Çocuklar İçin Büyük Matematik” Programının Çocukların Sayı Becerisine Etkisi

Öz:
Matematik becerilerinden sayı becerisinin ilerleyen yıllardaki matematik edinimini sağlayan en önemli etken olduğu bilinmektedir. Bu nedenle erken dönemde sayı becerilerinin gelişiminin desteklenmesi önemlidir. Bu çalışma, küresel bir öğretim programını, “Küçük Çocuklar İçin Büyük Matematik” programı ile desteklemenin çocukların sayı becerisi gelişimini etkileyip etkilemediğini incelemektedir. Çalışmada, öntest-sontest deneysel desen kullanılmıştır. Yetmiş yedi anasınıfı çocuğu (38 deney; 39 karşılaştırma) çalışmaya katılmıştır. Altı hafta boyunca deney grubunda yer alan çocuklar, Milli Eğitim Bakanlığı’nın (MEB) programı ve “Küçük Çocuklar İçin Büyük Matematik” programına katılırken karşılaştırma grubundakiler sadece MEB programını deneyimlemiştir. Çocukların sayı becerisi, Anadolu Okulöncesi Matematik Beceri Ölçeği (ANOMAT) ile ölçülmüştür. Bulgular, “Küçük Çocuklar İçin Büyük Matematik” programı ile desteklenen küresel MEB programına maruz kalan çocukların, sadece MEB programını deneyimleyenlere göre daha fazla gelişim gösterdiklerini ortaya koymuştur. Sonuçlar, beceriye dayalı bir öğretim programıyla desteklenen küresel bir öğretim programının çocukların sayı becerisi üzerinde olumlu bir etkisi olduğunu göstermektedir.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Alat, Z. (2019). Kuramın uygulamayla buluşamadığı yer: Erken çocuklukta matematik eğitimi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 9(1), 1-20. doi: 10.17984/adyuebd.363791
  • Ansari, A., and Purtell, K. M. (2017). Activity settings in full-day kindergarten classrooms and children’s early learning. Early Childhood Research Quarterly, 38, 23-32. doi: 10.1016/j.ecresq.2016.09.003
  • Aunio, P., and Niemivirta, M. (2010). Predicting children’s mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20(5), 427–435. doi: 10.1016/j.lindif.2010.06.003
  • Aydoğan, C., and Sağsöz-Başyurt, G. (2013). An investigation of instuctional environment in kindergarten classrooms. E-Journal of New World Science Academy, 8(1), 103-114. Retrieved from: https://dergipark.org.tr/tr/pub/nwsaedu/issue/19813/211919
  • Bojorque, G., Torbeyns, J., Van Hoof, J., Van Nijlen, D., and Verschaffel, L. (2018). Effectiveness of the Building Blocks program for enhancing Ecuadorian kindergartners’ numerical competencies. Early Childhood Research Quarterly, 44, 231-241. doi: 10.1016/j.ecresq.2017.12.009
  • Camilli, G., Vargas, S., Ryan, S., and Barnett, W. S. (2010). Meta-analysis of the effects of early education interventions on cognitive and social development. The Teachers College Record, 112, 579–620. Retrieved from: https://eric.ed.gov/?id=EJ888457
  • Chu, F. W., vanMarle, K., Rouder, J., and Geary, D. C. (2018). Children’s early understanding of number predicts their later problem-solving sophistication in addition. Journal of Experimental Child Psychology, 169, 73-92. doi: 10.1016/j.jecp.2017.12.010
  • Claessens, A., and Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29. Retrieved from: http://www.tcrecord.org/Content.asp?ContentId=16980
  • Claessens, A., Engel, M., and Curran, F. C. (2014). Academic content, student learning and the persistence of preschool effects. American Educational Research Journal, 51(2), 403-434. doi: 10.3102/0002831213513634
  • Clements, D. H., and Sarama, J. (2004). Building blocks for early childhood mathematics. Early Childhood Research Quarterly, 19(1), 181-189. doi: 10.1016/j.ecresq.2004.01.014
  • Clements, D. H., and Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summary research on the Building Blocks Project. Journal for Research in Mathematics Education, 38(2), 136-163. doi: 10.2307/30034954
  • Clements, D. H., and Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443-494. doi: 10.3102/0002831207312908
  • Çelik, M., and Kandır, A. (2013). 61-72 aylık çocukların matematik gelişimine “Küçük Çocuklar için Büyük Matematik (Big Math for Little Kids)” eğitim programının etkisi. Kuramsal Eğitim Bilimleri Dergisi, 6(4), 551-567. doi: 10.5578/keg.6712
  • DeLoach, D. (2012). Effects of a prekindergarten mathematics intervention on mathematical abilities of preschoolers with low socio-economic status. (unpublished doctoral thesis). Walden University, USA. Retrieved from: https://eric.ed.gov/?id=ED551913
  • Engel, M., Claessens, A., and Finch, M. A. (2013). Teaching students what they already know? The (Mis) Alignment between mathematics instructional content and student knowledge in kindergarten. Educational Evaluation and Policy Analysis, 35(2), 157–178. doi: 10.3102/0162373712461850
  • Engel, M., Claessens, A., Watts, T., and Farkas, G. (2016). Mathematics content coverage and student learning in kindergarten. Educational Researcher, 45(5), 293–300. doi: 10.3102/0013189X16656841
  • Erdoğan, S., Yanık, H. B., Kumtepe, A. T., Giren, S., Yıldırım, A., Yağan Güder, S., Alan, Ü., Karademir, A., Parpucu, N., and Yalçın, V. (2014, April 24-26). Anadolu okulöncesi matematik beceri ölçeğinin geliştirilmesi (Anomat) [Paper presentation]. 1st Eurasian Educational Research Congress (EJER), İstanbul, Turkey. Retrieved from: https://hdl.handle.net/11413/3589
  • Garon-Carrier, G., Boivin, M., Lemelin, J. P., Kovas, Y., Parent, S., Séguin, J., R., Vitaro, F., Tremblay, R. E., and Dionne, G. (2018). Early developmental trajectories of number knowledge and math achievement from 4 to 10 years: Low-persistent profile and early-life predictors. Journal of School Psychology, 68, 84–98. doi: 10.1016/j.jsp.2018.02.004
  • Ginsburg, H.P., Greenes, C.E., and Balfanz, R. (2003). Big Math For Little Kids. Dale Seymour Publications, Pearson Learning Group.
  • Ginsburg, H. P., Lee, J. S., and Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report-Giving Child and Youth Development Knowledge Away, 22(1), 3-11. doi: 10.1002/j.2379- 3988.2008.tb00054.x
  • Göbel, S. M., Watson, S. E., Lervåg, A., and Hulme, C. (2014). Children's arithmetic development: It is number knowledge, not the approximate number sense, that counts. Psychological Science, 25(3), 789–798. doi: 10.1177/0956797613516471
  • Göl-Güven, M. (2009). Evaluation of the quality of early childhood classrooms in Turkey. Early Child Development and Care, 179(4), 437-451. doi: 10.1080/03004430701217639
  • Greenes, C., Ginsburg, H. P., and Balfanz, R. (2004). Big Math for Little Kids. Early Childhood Research Quarterly, 19(1), 159-166. doi: 10.1016/j.ecresq.2004.01.010
  • Griffin, S. (2004). Building number sense with Number Worlds: a mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173- 180. doi: 10.1016/j.ecresq.2004.01.012
  • Hawes, Z., Nosworthy, N., Archibald, N., and Ansari, D. (2019). Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test. Learning and Instruction 59, 21–33. doi: 10.1016/j.learninstruc.2018.09.004
  • Hofer, K. G., Farran, D. C., and Cummings, T. P. (2013). Preschool children’s mathrelated behaviors mediate curriculum effects on math achievement gains. Early Childhood Research Quarterly, 28(3), 487– 495. doi: 10.1016/j.ecresq.2013.02.002
  • Jacob, R., Erickson, A., and Mattera, S. (2020). Evaluating the impact of small group supplemental math enrichment in kindergarten. Journal of Research on Educational Effectiveness, 13(3), 381-407. doi: 10.1080/19345747.2020.1726539
  • Jordan, N. C., Glutting, J., and Ramineni, C. (2010). The importance of number sense to mathematics achivement in first and third grades. Learning and Individual Differences, 20(2), 82-88. doi: 10.1016/j.lindif.2009.07.004
  • Jordan, N. C., Kaplan, D., Ramineni, C., and Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850−867. doi: 10.1037/a0014939
  • Jung, M. (2011). Number relationships in preschool. Teaching Children Mathematics, 17(9), 550–557. doi: 10.5951/teacchilmath.17.9.0550
  • Kaçan, M. O., and Halmatov, M. (2017). Türkiye’de uygulanan okul öncesi eğitim programında matematik: Planlama ve uygulama. Pamukkale Eğitim Fakültesi Dergisi, 42(42), 149-161. doi: 10.9779/PUJE844
  • Kandır, A., Uyanık, Ö., and Çelik, M. (2017). Küçük Çocuklar için Büyük Matematik Eğitim Programı’nın çocukların erken akademik ve dil becerilerine etkisi. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 37(1), 193–217. Retrieved from: http://www.gefad.gazi.edu.tr/tr/download/article-file/340444
  • Khomais, S. F. (2014). Enhancing preschool children’s number knowledge: The suitability of an intervention programme for Saudi practice. Early Child Development and Care, 184(1), 32-49. doi: 10.1080/03004430.2013.768238
  • Lembke, E., and Foegen, A. (2009). Identifying early numeracy indicators for kindergarten and first-grade students. Learning Disabilities Research & Practice, 24(1), 12–20. doi: 10.1111/j.1540-5826.2008.01273.x
  • Magnuson, K., Duncan, G. J., Lee, K. T. H., and Metzger, M. W. (2016). Early school adjustment and educational attainment. American Educational Research Journal, 53(4), 1198–1228. doi: 10.3102/0002831216634658
  • Marcelino, L., de Sousa, Ó., and Lopes, A. (2017). Predictive relation between early numerical competencies and mathematics achievement in first grade Portuguese children. Frontiers in Psychology, 8(1103), 1-9. doi: 10.3389/fpsyg.2017.01103
  • Merkley, R., and Ansari, D. (2016). Why numerical symbols count in the development of mathematical skills: Evidence from brain and behavior. Current Opinion in Behavioral Sciences, 10, 14-20. doi: 10.1016/j.cobeha.2016.04.006
  • Ministry of National Education (MoNE) (2013). Okul öncesi eğitim programı: 36-72 aylık çocuklar için. Devlet Kitapları Müdürlüğü. National Association for the Education of Young Children and National Council of Teachers of Mathematics. (NAEYC) and (NCTM). (2002). Early childhood mathematics: Promoting good beginnings. Joint position statement. National Association for the Education of Young Children. Retrieved from: https://www.naeyc.org/about/position/psmath.asp
  • National Association for the Education of Young Children and National Council of Teachers of Mathematics. (NAEYC) and (NCTM). (2010). Early childhood mathematics: Promoting good beginnings. National Association for the Education of Young Children. Retrieved from: https://www.naeyc.org/files/naeyc/file/positions/psmath.pdf
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. National Council of Teachers of Mathematics. Retrieved from: https://www.nctm.org/Standards-andPositions/Principles-and-Standards/
  • National Council of Teachers of Mathematics (NCTM). (2007). Mathematics teaching today: Improving practice, improving student learning. National Council of Teachers of Mathematics.
  • Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., and Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement?. Early Childhood Research Quarterly, 36(3), 550–560. doi: 10.1016/j.ecresq.2016.02.003
  • Powell, S. R., and Fuchs, L. S. (2010). Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty. Journal of Educational Psychology, 102(2), 381–394. doi: 10.1037/a0018447
  • Presser, L. A., Clements, M., Ginsburg, H., and Ertle, B. (2015). Big Math for Little Kids: The effectiveness of a preschool and kindergarten mathematics curriculum. Early Education and Development, 26(3), 399-426. doi: 10.1080/10409289.2015.994451
  • Ramani, G. B., and Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. Child Development, 79(2), 375-394. doi: 10.1111/j.1467- 8624.2007.01131.x
  • Rittle-Johnson, B., Fyfe, E., Hofer, K., and Farran, D. (2017). Early math trajectories: Low-income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 1727–1742. doi: 10.1111/cdev.12662
  • Sarama, J., Lange, A., Clements, D. H., and Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on emerging literacy and language. Early Childhood Research Quarterly, 27(3), 489-502. doi: 10.1016/j.ecresq.2011.12.002
  • Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), 189–197. doi: 10.1007/s10643-009-0340-1
  • Varol, F. (2013). What they believe and what they do. European Early Childhood Education Research Journal, 21(4), 541-552. doi: 10.1080/1350293X.2012.677309
  • Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., and Markle, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children’s early mathematics learning. Early Childhood Research Quarterly 53(4), 329–342. doi: 10.1016/j.ecresq.2020.04.002
  • Wasik, B. (2008). When fewer is more: Small groups in early childhood classrooms. Early Childhood Education Journal, 35(6), 515–521. doi: 10.1007/s10643-008- 0245-4
  • Watts, T. W., Duncan, G. J., Siegler, R. S., and Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43(7), 352–360. doi: 10.3102/0013189X14553660
APA AVCI C, KILIÇKAYA A (2021). The Impact of Big Math for Little Kids on Children’s Number Skills. , 777 - 803. 10.30964/auebfd.931541
Chicago AVCI CANAN,KILIÇKAYA Ayşe The Impact of Big Math for Little Kids on Children’s Number Skills. (2021): 777 - 803. 10.30964/auebfd.931541
MLA AVCI CANAN,KILIÇKAYA Ayşe The Impact of Big Math for Little Kids on Children’s Number Skills. , 2021, ss.777 - 803. 10.30964/auebfd.931541
AMA AVCI C,KILIÇKAYA A The Impact of Big Math for Little Kids on Children’s Number Skills. . 2021; 777 - 803. 10.30964/auebfd.931541
Vancouver AVCI C,KILIÇKAYA A The Impact of Big Math for Little Kids on Children’s Number Skills. . 2021; 777 - 803. 10.30964/auebfd.931541
IEEE AVCI C,KILIÇKAYA A "The Impact of Big Math for Little Kids on Children’s Number Skills." , ss.777 - 803, 2021. 10.30964/auebfd.931541
ISNAD AVCI, CANAN - KILIÇKAYA, Ayşe. "The Impact of Big Math for Little Kids on Children’s Number Skills". (2021), 777-803. https://doi.org/10.30964/auebfd.931541
APA AVCI C, KILIÇKAYA A (2021). The Impact of Big Math for Little Kids on Children’s Number Skills. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 54(3), 777 - 803. 10.30964/auebfd.931541
Chicago AVCI CANAN,KILIÇKAYA Ayşe The Impact of Big Math for Little Kids on Children’s Number Skills. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 54, no.3 (2021): 777 - 803. 10.30964/auebfd.931541
MLA AVCI CANAN,KILIÇKAYA Ayşe The Impact of Big Math for Little Kids on Children’s Number Skills. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, vol.54, no.3, 2021, ss.777 - 803. 10.30964/auebfd.931541
AMA AVCI C,KILIÇKAYA A The Impact of Big Math for Little Kids on Children’s Number Skills. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 2021; 54(3): 777 - 803. 10.30964/auebfd.931541
Vancouver AVCI C,KILIÇKAYA A The Impact of Big Math for Little Kids on Children’s Number Skills. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 2021; 54(3): 777 - 803. 10.30964/auebfd.931541
IEEE AVCI C,KILIÇKAYA A "The Impact of Big Math for Little Kids on Children’s Number Skills." Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 54, ss.777 - 803, 2021. 10.30964/auebfd.931541
ISNAD AVCI, CANAN - KILIÇKAYA, Ayşe. "The Impact of Big Math for Little Kids on Children’s Number Skills". Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 54/3 (2021), 777-803. https://doi.org/10.30964/auebfd.931541
Sayfa Oluşturulma Tarihi
14-05-2024 13:6

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları