Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2023, Cilt: 10 Sayı: 1, 237 - 250, 30.01.2023
https://doi.org/10.17275/per.23.13.10.1

Öz

Kaynakça

  • Alexander, K. L., & Entwisle, D. R. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. The Elementary School Journal, 98, 351–364.
  • Altindag Kumas, Ö. (2019). Effectiveness of the big math for little kids program on the early mathematics skills of children with risk group. Doctoral Dissertation Thesis. Ankara University, Institute of Educational Sciences
  • Balfanz, R., Ginsburg, H. P., & Greenes, C. (2003). The big math for little kids early childhood mathematics program. (Early Childhood Corner). Teaching Children Mathematics, 9(5), 264-269.
  • Bozarslan, B. & Batu, E. S. (2014). Examining the opinions of teachers working in private preschools about. Abant Izzet Baysal University Journal of the Faculty of Education, 14(2): 86-108.
  • Brandon, L., Melissa, S. K., & Jennifer, O. S. (2020). Language counts: Supporting early math development for dual language learners. California: Bellwether Education Partners.
  • Cirino, P. T., Child, A. E., & Macdonald, K. T. (2018). Longitudinal predictors of the overlap between reading and math skills. Contemporary Educational Psychology, 54, 99-111. https://doi.org/10.1016/j.cedpsych.2018.06.002
  • Clements, D. H. & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. New York: Routledge
  • Cakır, R. (2019). Comparison of the performance of working memory of the children who are successful in different levels in early mathematics skills (Unpublished master’s thesis). Ankara University, Ankara.
  • Cetin, A. (2019). Investigation of the Effect of Early Literacy Skills Educational Program on Early Literacy and Early Mathematics Skills (Unpublished doctoral thesis). Hacettepe University, Ankara.
  • Celik, M., & Kandır, A. (2013). The Effect of “Big Maths for Little Kids” Curriculum on Mathematical Development of 61-72 Month–Old Children. Journal of Theoretical Educational Science, 6(4), 551-567.
  • Fletcher, J., M., Lyon, G., R., Fuchs, L., S., & Barnes, M., A. (2007). Learning disabilities: From identification to intervention. New York: Guilford.
  • French, M. (2014). Health literacy and numeracy: Workshop summary. Washington: National Academies Press.
  • Geary, D. C., Berch, D. B., & Koepke, K. M. (2015). Evolutionary origins and early development of number processing. San Diego, CA: Elsevier Academic Press.
  • Gervasoni, A., Perry, B., & Parish, L. (2015). The impact of Let’s Count on children’s mathematics learning. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia). Sunshine Coast: MERGA.
  • Duncan, G. J., & Magnuson, K. (2011) Whither opportunity? Rising inequality and the uncertain life chances of low-income children. Russell Sage Press, NewYork, NY.
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Japel, C. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428.
  • Ginsburg, H., Lewis, A., & Clements, M. (2008). School readiness and early childhood education: What can we learn from federal investments in research on mathematics programs? Working paper prepared for a Working Meeting on Recent School Readiness Research: Guiding the Synthesis of Early Childhood Research, sponsored by the U.S. Department of Health and Human Services, Washington, DC.
  • Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of earlymathematics and reading skills and knowledge through encouragement of home- based activities. Early Childhood Research Quarterly, 37, 1-15.https://doi.org/10.1016/j.ecresq.2016.02.005
  • Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850.
  • Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
  • Jordan, N. C., Dyson, N., & Glutting, J. (2011). Developing number sense in kindergartners at risk for learning difficulties in mathematics. Evanston, IL: Society for Research on Educational Effectiveness.
  • Lerkkanen, M. K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. E. (2005). Mathematical performance predicts progress in reading comprehension among 7-year-olds. European Journal of Psychology of Education 20, 121.
  • Mariyana, R., Listiana, A., & Zaman, B. (2019). Design of learning environment for children’s basic character development. In E. R. Marzuki & A. Ghufron (Eds.), Character Education for 21st Century Global Citizens. London: Taylor & Francis Group.
  • Mazzocco, M. M. M. (2007). Defining and differentiating mathematical learning disabilities and difficulties. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. Baltimore, MD, US: Paul H Brookes Publishing.
  • Melhuish, E., C., Sylva, K., Sammons, P., Siraj‐Blatchford, I., Taggart, B. & Phan, M., B. (2008). Preschool influences on mathematics achievement. Science, 321, 1161–1162.
  • Ministry of Education. Ministry of National Education Special Education Services Regulation. (2018). T.C. Official Newspaper, (30471), July 7, 2018.
  • Olkun, S., Altun, A., Gocer-Sahin, S., Akkurt-Denizli, Z. (2015). Deficits in Basic Number Competencies May Cause Low Numeracy in Primary School Children. Education and Science, 40(177), 141-159.
  • Opel, A., Zaman, S.S., Khanom F, ve Aboud F.E. (2012). Evaluation of a mathematics program for preprimary children in rural Bangladesh. International Journal of Educational Development, 32, 104-110.
  • Ozturhan, M. (2021). Examination of 6-year-old children's ability to recognize geometric shapes, conservation skills and early math skills (Unpublished master’s thesis). Necmettin Erbakan University, Konya.
  • The National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematic: The National Council of Teachers of Mathematics. Retrieved from www.nctm.org.
  • Pagani, L., S., Fitzpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: A French-Canadian replication and extension. Developmental Psychology, 46(5), 984–994. https://doi.org/10.1037/a0018881
  • Sadler, P. M. & Tai, R. H. (2007). The two high-school pillars supporting college science. Science, 317, 457
  • Sarama, J., Lange, A., Clements, D. H. & Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on emerging literacy and language. Early Childhood Research Quarterly, 27, 489.
  • Servi, C. (2021). Early Mathematic Skills. In T. Kargın & I. B. Guldenoglu (Eds.). Mathematic Teaching in Special Education. Ankara: Pegem Academy.
  • Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 99-120.
  • Thompson, R. A., & Nelson, C. A. (2001). Developmental Science and The Media: Early Brain Development. American Psychologist, 56(1), 5.
  • Uyanik, Ö., & Kandir, A. (2010). Early Academic Skills in Preschool Period. Journal of Theoretical Educational Science, 3(2), 118-134.
  • Waltemire, C. (2018). Preschool counts: a case study investigating preschool's role in early numeracy. (Unpublished Doctoral Dissertation). Retrieved from https://etd.ohiolink.edu/
  • Watts, T. W., Clements, D. H., Sarama, J., Wolfe, C. B., Spitler, M. E., & Bailey, D. H. (2016). Does early mathematics intervention change the processing underlying children’s mathematics achievement? Journal of Research on Educational Effectiveness. 73(1), 81-94. doi: 10.1080/ 19345747.2016.1204640

An Analysis of The Effects of The Early Mathematics Intervention Program on Early Mathematics Skills of Pre-School Children at Risk

Yıl 2023, Cilt: 10 Sayı: 1, 237 - 250, 30.01.2023
https://doi.org/10.17275/per.23.13.10.1

Öz

Supporting all children, particularly children with special needs, in the field of mathematics is important for their development. Therefore, it is necessary to develop and implement the necessary early intervention programs in relation to mathematics education. Studies indicate that early mathematics education intervention programs provide an increase in children’s mathematical knowledge levels improving their mathematics performance. It is also reported that such programs are effective in increasing the mathematical achievement of children at risk and that their effects may last for a longer time. Therefore, it is considered important to support the mathematics skills of the children in the risk group with early mathematics intervention programs, to identify the children whose mathematical skills are deficient or who have not acquired these skills sufficiently in the early period. In this study the is aim to reveal the effectiveness of an intervention program developed in relation to the early mathematics skills to improve such skills of children in the pre-school period between 60-72 months of age, who are in the risk group in terms of mathematics skills. In this study, the multiple probe model inter-subjects, which is one of the single-subject research models, was used. The participants of the study were three kindergarten students from three different schools in Kırşehir, Türkiye. The study was carried out in the special education center located in the said city. The data collection tool is an early mathematics intervention program developed for teaching early mathematics skills. When we look at the findings obtained from the study in general, it appears that the early mathematics intervention program was effective in improving the early mathematics skills of all three students. For this reason, priority should be given to supporting the development of early mathematics skills in all children attending pre-school education institutions.

Kaynakça

  • Alexander, K. L., & Entwisle, D. R. (1998). Facilitating the transition to first grade: The nature of transition and research on factors affecting it. The Elementary School Journal, 98, 351–364.
  • Altindag Kumas, Ö. (2019). Effectiveness of the big math for little kids program on the early mathematics skills of children with risk group. Doctoral Dissertation Thesis. Ankara University, Institute of Educational Sciences
  • Balfanz, R., Ginsburg, H. P., & Greenes, C. (2003). The big math for little kids early childhood mathematics program. (Early Childhood Corner). Teaching Children Mathematics, 9(5), 264-269.
  • Bozarslan, B. & Batu, E. S. (2014). Examining the opinions of teachers working in private preschools about. Abant Izzet Baysal University Journal of the Faculty of Education, 14(2): 86-108.
  • Brandon, L., Melissa, S. K., & Jennifer, O. S. (2020). Language counts: Supporting early math development for dual language learners. California: Bellwether Education Partners.
  • Cirino, P. T., Child, A. E., & Macdonald, K. T. (2018). Longitudinal predictors of the overlap between reading and math skills. Contemporary Educational Psychology, 54, 99-111. https://doi.org/10.1016/j.cedpsych.2018.06.002
  • Clements, D. H. & Sarama, J. (2009). Learning and teaching early math: The learning trajectories approach. New York: Routledge
  • Cakır, R. (2019). Comparison of the performance of working memory of the children who are successful in different levels in early mathematics skills (Unpublished master’s thesis). Ankara University, Ankara.
  • Cetin, A. (2019). Investigation of the Effect of Early Literacy Skills Educational Program on Early Literacy and Early Mathematics Skills (Unpublished doctoral thesis). Hacettepe University, Ankara.
  • Celik, M., & Kandır, A. (2013). The Effect of “Big Maths for Little Kids” Curriculum on Mathematical Development of 61-72 Month–Old Children. Journal of Theoretical Educational Science, 6(4), 551-567.
  • Fletcher, J., M., Lyon, G., R., Fuchs, L., S., & Barnes, M., A. (2007). Learning disabilities: From identification to intervention. New York: Guilford.
  • French, M. (2014). Health literacy and numeracy: Workshop summary. Washington: National Academies Press.
  • Geary, D. C., Berch, D. B., & Koepke, K. M. (2015). Evolutionary origins and early development of number processing. San Diego, CA: Elsevier Academic Press.
  • Gervasoni, A., Perry, B., & Parish, L. (2015). The impact of Let’s Count on children’s mathematics learning. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia). Sunshine Coast: MERGA.
  • Duncan, G. J., & Magnuson, K. (2011) Whither opportunity? Rising inequality and the uncertain life chances of low-income children. Russell Sage Press, NewYork, NY.
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... & Japel, C. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428.
  • Ginsburg, H., Lewis, A., & Clements, M. (2008). School readiness and early childhood education: What can we learn from federal investments in research on mathematics programs? Working paper prepared for a Working Meeting on Recent School Readiness Research: Guiding the Synthesis of Early Childhood Research, sponsored by the U.S. Department of Health and Human Services, Washington, DC.
  • Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of earlymathematics and reading skills and knowledge through encouragement of home- based activities. Early Childhood Research Quarterly, 37, 1-15.https://doi.org/10.1016/j.ecresq.2016.02.005
  • Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850.
  • Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46.
  • Jordan, N. C., Dyson, N., & Glutting, J. (2011). Developing number sense in kindergartners at risk for learning difficulties in mathematics. Evanston, IL: Society for Research on Educational Effectiveness.
  • Lerkkanen, M. K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. E. (2005). Mathematical performance predicts progress in reading comprehension among 7-year-olds. European Journal of Psychology of Education 20, 121.
  • Mariyana, R., Listiana, A., & Zaman, B. (2019). Design of learning environment for children’s basic character development. In E. R. Marzuki & A. Ghufron (Eds.), Character Education for 21st Century Global Citizens. London: Taylor & Francis Group.
  • Mazzocco, M. M. M. (2007). Defining and differentiating mathematical learning disabilities and difficulties. In D. B. Berch & M. M. M. Mazzocco (Eds.), Why is math so hard for some children? The nature and origins of mathematical learning difficulties and disabilities. Baltimore, MD, US: Paul H Brookes Publishing.
  • Melhuish, E., C., Sylva, K., Sammons, P., Siraj‐Blatchford, I., Taggart, B. & Phan, M., B. (2008). Preschool influences on mathematics achievement. Science, 321, 1161–1162.
  • Ministry of Education. Ministry of National Education Special Education Services Regulation. (2018). T.C. Official Newspaper, (30471), July 7, 2018.
  • Olkun, S., Altun, A., Gocer-Sahin, S., Akkurt-Denizli, Z. (2015). Deficits in Basic Number Competencies May Cause Low Numeracy in Primary School Children. Education and Science, 40(177), 141-159.
  • Opel, A., Zaman, S.S., Khanom F, ve Aboud F.E. (2012). Evaluation of a mathematics program for preprimary children in rural Bangladesh. International Journal of Educational Development, 32, 104-110.
  • Ozturhan, M. (2021). Examination of 6-year-old children's ability to recognize geometric shapes, conservation skills and early math skills (Unpublished master’s thesis). Necmettin Erbakan University, Konya.
  • The National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematic: The National Council of Teachers of Mathematics. Retrieved from www.nctm.org.
  • Pagani, L., S., Fitzpatrick, C., Archambault, I., & Janosz, M. (2010). School readiness and later achievement: A French-Canadian replication and extension. Developmental Psychology, 46(5), 984–994. https://doi.org/10.1037/a0018881
  • Sadler, P. M. & Tai, R. H. (2007). The two high-school pillars supporting college science. Science, 317, 457
  • Sarama, J., Lange, A., Clements, D. H. & Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on emerging literacy and language. Early Childhood Research Quarterly, 27, 489.
  • Servi, C. (2021). Early Mathematic Skills. In T. Kargın & I. B. Guldenoglu (Eds.). Mathematic Teaching in Special Education. Ankara: Pegem Academy.
  • Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 99-120.
  • Thompson, R. A., & Nelson, C. A. (2001). Developmental Science and The Media: Early Brain Development. American Psychologist, 56(1), 5.
  • Uyanik, Ö., & Kandir, A. (2010). Early Academic Skills in Preschool Period. Journal of Theoretical Educational Science, 3(2), 118-134.
  • Waltemire, C. (2018). Preschool counts: a case study investigating preschool's role in early numeracy. (Unpublished Doctoral Dissertation). Retrieved from https://etd.ohiolink.edu/
  • Watts, T. W., Clements, D. H., Sarama, J., Wolfe, C. B., Spitler, M. E., & Bailey, D. H. (2016). Does early mathematics intervention change the processing underlying children’s mathematics achievement? Journal of Research on Educational Effectiveness. 73(1), 81-94. doi: 10.1080/ 19345747.2016.1204640
Toplam 39 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Research Articles
Yazarlar

Tansel Yazıcıoğlu 0000-0002-0946-2637

Deniz Akdal 0000-0001-9272-3422

Yayımlanma Tarihi 30 Ocak 2023
Kabul Tarihi 3 Aralık 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 1

Kaynak Göster

APA Yazıcıoğlu, T., & Akdal, D. (2023). An Analysis of The Effects of The Early Mathematics Intervention Program on Early Mathematics Skills of Pre-School Children at Risk. Participatory Educational Research, 10(1), 237-250. https://doi.org/10.17275/per.23.13.10.1