Video destekli anne-baba görüşmeleri: Erken çocukluk döneminde matematik eğitimini keşfetmek için güçlü bir yöntem

Bugüne kadar yapılmış olan araştırmalar küçük çocukların aileiçerisinde gelişen matematiksel öğrenmeleri ve ailelerin küçükçocukların matematik eğitimine ilişkin fikirleri konusunda sınırlıbilgi sağlayabilmiştir. Küçük çocuklar için daha iyi matematikö ğrenme olanakları araştırılırken, anne - babaların bu sürece ilişkinsahip oldukları potansiyeller görmezden gelinmektedir. Bumakalede paylaşılan çalışma çok sesli video -destekli görüşmelereşliğinde anne - babaların dört veya beş yaşlarındaki çocuklarınınokul dışında geliştirdikleri matematiksel öğrenmeleri ile ilgilifikirlerini açığa çıkarmış, özellikle ailelerin matematikkavramlarından sayı kavramı ve veri analizine dair olangözlemlerini, matematiğin nasıl öğretilmesi gerektiğine dairfikirlerini ve mat ematik öğrenme ortamına dair endişeleriniortaya çıkarmıştır. Bu çalışmanın sonuçları göstermiştir ki anne - babalar entelektüel birer kaynak olarak düşünüldüğü sürece veanne -babalar ve öğretmenlerin bir araya gelerek çocukların okuliçinde ve dışında matematik eğitimleri konusunda birbirleri ilebilgi alışverişi içerisinde olabilecekleri ortamlar yaratıldığı sürece,öğretmenlerin anne - babalar ile olan diyalogları matematikeğitimine dair uygulamalar için bilgi kaynağı olur. Anne - baba veöğretmenler çocuklar ın okul içinde ve dışında geliştirdikleri ve buiki ortama da çift yönlü olarak taşıdıkları matematikseluygulamaları birbirleri ile paylaştıkça, öğretmenler çocuklarınokul dışı tecrübeleri ve müfredat arasında daha güçlü bağlantılarkurar.

Video - cued parental dialogs: A promising venue for exploring early childhood mathematics

Research literature to date provides limited insights about themathematics learning of young children developed within thecontext of family, and familiesperspectives on young children smathematics. As we push to develop better mathematics learningopportunities for young childre n, parents seem to be left out ofthe picture. This study, eliciting parental voices through multi- vocal video -cued interviews, showed parental insight about theprocesses of their four and five year old children engaging withmathematics out of school, with particular interest in mathematicscontent ranging from number sense to data analysis, and parents pedagogical ways of and concerns about contextual aspects oftheir children s mathematics. Findings from this research indicatethat teachersvideo- cued dialogs with parents could havepotential to inform practice, at first in acknowledging parents - as- intellectual resources, and then, in creating spaces where teachersand parents might come together and engage in learning fromeach other about ways to cre ate more diverse mathematicslearning opportunities for young children in and out of school.These dialogues could help teachers to make curricularconnections with parents, as they inquire together about howchildren engage in and transform mathematical practices as theymove back and forth between home and school.

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Eğitim ve Bilim-Cover
  • ISSN: 1300-1337
  • Yayın Aralığı: Yılda 4 Sayı
  • Yayıncı: Türk Eğitim Derneği (TED) İktisadi İşletmesi
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