Opinions of pre-service pre-school teachers on the use of mathematics activities (original) (raw)
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Preschool age includes the years when all developmental areas of the child are in a rapid change and progress. Children's learning experiences in this period develop a basis for the skills they will acquire in later years (Kıran, 2008). The required educational experiences that would allow preschool children to acquire certain behavioral patterns and support their development are developed by parents at home and by teachers in preschool education institutions. The development of children who could not benefit from these educational experiences is usually slow and children are destined to carry the traces of this negative condition throughout their lives (Aral et al., 2000). Furthermore, preschool education improves the development of the emotions and perception of the children. It helps the child in reasoning and causality processes. It helps the society to assimilate cultural values by educating the child in a social environment based on general cultural values (Şahin, 2004). Thus, the aim of the present study was to analyze mathematics achievement of children with and without preschool education and their attitudes towards mathematics based on the views of 1st grade teachers. The interview technique, a qualitative research method, was used in the present study. The study population included 1st grade primary school teachers employed in Ministry of National Education primary schools in Diyarbakır province, Turkey during the 2018-2019 academic year. The study sample included 82 randomly selected classroom teachers from the above-mentioned population. A semi-structured interview form developed by the authors was used to collect the study data. The data collection instrument included six open-ended questions. Content analysis was used to analyze the data collected in the study. The data collected in the interviews were categorized via coding for use in content analysis. The data were classified under these categories and the responses of the teachers to the interview questions were reviewed in detail, and similar answers were included in the same category. The expressions in teacher statements were categorized into themes. Furthermore, the collected data are presented with direct quotes. The study findings demonstrated that the students with preschool education had higher mathematics achievement and their attitudes towards mathematics course were more positive when compared to the students without preschool education. Furthermore, since preschool students' readiness, self-confidence, cognitive, psychomotor and language development skills were more advanced when compared to other students in the 1st grade mathematics course, it was observed that they were more interested and willing to answer questions, solve problems and produce creative solutions.
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Activities, which are defined as activities that support students’ mathematical learning and increase their levels of mathematic learning, enable the individual to be active by mentally and physically engaging in an action, to establish a cause-effect relationship, and to satisfy his/her curiosity. In this respect, activities have an important effect on the attitude towards mathematics. For this reason, it was aimed to examine the math activity preparation processes of pre-school primary teachers in the current study. To this end, the study was designed in accordance with the case study design, one of the qualitative research methods. In the analysis of the collected data, content analysis was employed. As a result of the study, it was found that the pre-service teachers prepared the activities themselves, they used books and the internet during the development process, and they prepared the activities for the introduction and ending sections of the lesson. In addition, it was obser...
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