Okul Öncesi ve Temel Eğitim Dergisi
Abbreviation: JPEE | ISSN (Online): 2757-7570 | DOI: 10.29329/jpee

Orjinal Araştırma Makalesi    |    Açık Erişim
Okul Öncesi ve Temel Eğitim Dergisi 2022, Cil. 3(2) 53-73

Comparison of the Mathematics Contents of Turkish and Swiss Preschool Curricula

Sibel Bilgili & Alper Çiltaş

ss. 53 - 73   |  DOI: https://doi.org/10.29329/jpee.2022.508.3

Yayın tarihi: Aralık 31, 2022  |   Okunma Sayısı: 121  |  İndirilme Sayısı: 196

PDF İndir

Özet

This study aimed to compare the mathematics contents of Turkish and Swiss Preschool Curricula. In this context, the similarities and differences of the outcomes belonging to the learning domains were expressed. The research was designed qualitatively and document analysis was used as the data collection technique. The mathematics contents of the Turkish and Swiss Preschool Curricula were taken into consideration as documents. Content analysis was used as the data analysis method. According to the findings obtained in this study, it was determined that the preschool curricula in Turkey and Switzerland are organized according to developmental areas, the learning domains are similar, and both countries detail the curriculum with indicators depending on the stated outcomes. In both curriculum, the outcomes and indicators for the learning domains of "knowing numbers and using them in daily life, operations and algebraic thinking, recognizing and using patterns, recognizing basic geometric shapes, recognizing basic spatial concepts and using them in daily life, recognizing and using measurement units" were included. In the light of the results obtained depending on these achievements and indicators, it is only in the Swiss curriculum that the indicator of reading and writing numbers for the achievement of knowing numbers and using them in daily life is; It has been determined that Swiss is at a higher cognitive level in terms of operations and algebraic thinking. In the acquisition of recognizing and using patterns, the stage of "creating one's own pattern" is not addressed in the Swiss curriculum; It has been concluded that the Turkish curriculum is in a more positive approach for the acquisition of recognizing and using measurement units.

Anahtar Kelimeler: Mathematics curriculum, Learning domains, Preschool education in Turkey, Preschool education in Switzerland, Comparative education

Bu makaleye nasıl atıf yapılır

APA 6th edition
Bilgili, S. & Ciltas, A. (2022). Comparison of the Mathematics Contents of Turkish and Swiss Preschool Curricula . Okul Öncesi ve Temel Eğitim Dergisi, 3(2), 53-73. doi: 10.29329/jpee.2022.508.3

Harvard
Bilgili, S. and Ciltas, A. (2022). Comparison of the Mathematics Contents of Turkish and Swiss Preschool Curricula . Okul Öncesi ve Temel Eğitim Dergisi, 3(2), pp. 53-73.

Chicago 16th edition
Bilgili, Sibel and Alper Ciltas (2022). "Comparison of the Mathematics Contents of Turkish and Swiss Preschool Curricula ". Okul Öncesi ve Temel Eğitim Dergisi 3 (2):53-73. doi:10.29329/jpee.2022.508.3.
Kaynakça
  1. Akkaya, R. (2019). Sayılar, sayma ve sayı kavramı. B. Durmaz(Ed.), Erken Çocuklukta Matematik Eğitimi içinde (pp.145-164) . Ankara: Pegem Akademi. [Google Scholar]
  2. Akman, B. (2002). Okul öncesi dönemde matematik. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23. 244-248. [Google Scholar]
  3. Aktan, O., & Akkutay, Ü. (2014). OECD ülkelerinde ve Türkiye’de okul öncesi eğitim. Asya Öğretim Dergisi, 2(1). 64-79. [Google Scholar]
  4. Bailey, K. D. (1994). Methods of social research. The Free Press. [Google Scholar]
  5. Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001). Parents' interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 39(5), 415-438. [Google Scholar]
  6. Balfanz, R. (1999). Why do we teach young children so little mathematics? Some historical considerations. In J. Copley (Ed.), Mathematics in the early years, (pp, 3–10). Reston: NCTM. [Google Scholar]
  7. Baroody, A. J., Lai, M., & Mix, K. S. (2006). The development of young children’s early number and operation sense and its implications for early childhood education. In B. Spodek & O. Saracho (Eds.), Handbook of research on the education of young children. 2. (pp. 187-221). Mahwah, NJ: Erlbaum. [Google Scholar]
  8. Bhaumik, G. (2022). Primary schools in Switzerland. EXPATICA. Retrieved from October 3, 2022 from https://www.expatica.com/ch/education/children-education/schools-in-switzerland-478071/ [Google Scholar]
  9. Bozkurt Ali., Çırak Kurt, S., & Tezcan, Ş. (2020). Türkiye ve Singapur ortaokul matematik öğretim programlarının cebir öğrenme alanı bağlamında karşılaştırılması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi (PAU Journal of Education) 48. 152-173. [Google Scholar]
  10. Bozkurt, A., Şapul, Y., & Şimşekler-Dizman, T. (2020). Türkiye ve Singapur okul öncesi eğitim programlarının matematik içeriklerinin karşılaştırılması. Erken Çocukluk Çalışmaları Dergisi, 4(3). 444-468. [Google Scholar]
  11. Böke, H. (2002). Türkiye ve İngiltere’deki ilköğretim matematik programlarının karşılaştırılması, (Yayımlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara. [Google Scholar]
  12. Brosterman, N. (1997). Inventing kindergarten. New York: Harry N. Abrams, Inc., Publishers. [Google Scholar]
  13. Caluori, F. (2005). Die numerische kompetenz von vorschulkindern — Theoretische modelle und empirische befunde. Journal fur Mathematık-Dıdaktık. 26. 162–163 [Google Scholar]
  14. Charlesworth, R., & Lind, K. K. (2003). Math and science for young children. (4th ed.). Clifton Park, NY: Delmar/ITP [Google Scholar]
  15. Clements, D. H. (1984). Training effects on the development and generalization of Piagetian logical operations and knowledge of number. Journal of Educational Psychology, 76(5), 766–776. [Google Scholar]
  16. Clements, D. H. (1998). Geometric and spatial thinking in young children. Arlington, VA: National Science Foundation. [Google Scholar]
  17. Clements, D. H., & Serama, J. (2007). Early childhood mathematics learning. In F. K. Lester (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp. 461-555). New York: Information Age Publishing. [Google Scholar]
  18. Clements, D. H., Swaminathan, S., Hannibal, M. A. Z., & Sarama, J. (1999). Young children's concepts of shape. Journal for Research in Mathematics Education, 30(2), 192–212. [Google Scholar]
  19. Cockcroft W.H. &  Marshall J. (1999). Educating Hannah: It's a what? Teaching Children Mathematics. 5(6), 326-329. [Google Scholar]
  20. Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc. [Google Scholar]
  21. Curriculum-21 (2014). Presentation of curriculum-21. German-speaking Swiss Conference of Ministers of Education (D-EDK). Retrived January 21, 2022 from Welcome to Curriculum 21 | Curriculum 21 (lehrplan21.ch) [Google Scholar]
  22. Çalışkan-Dedeoğlu, N., & Alat, Z. (2012). Harmony between Turkish early childhood and primary mathematics education standards. Educational Sciences: Theory & Practice, 12(3), 2280-2285. [Google Scholar]
  23. Deniz Tarım, Ş. (2014). Her yönüyle okul öncesi eğitim 5 - Erken çocukluk eğitiminde matematik. İ. Ulutaş (Ed.), Okul Öncesinde Matematik Eğitimi içinde (pp. 211-232). Ankara: Hedef Yayınları. [Google Scholar]
  24. Dewey, D., & Tupper, D. (2004). Developmental motor disorders: A neuropsychological perspective. New York: Guilford. [Google Scholar]
  25. Duncan, G.J., Claessens, A., Huston, A.C., Pagani, L.S., Engel, M., Sexton, H., ... Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. [Google Scholar]
  26. Edk (n.d.) School and education in Switzerland. EDK. Retrived January 13, 2022 from Curricula — EDK [Google Scholar]
  27. Ergün, M. (2003). İsviçre ve Türkiye sınıf öğretmeni yetiştirme programlarının karşılaştırılması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 16(1), 35-54. [Google Scholar]
  28. Eurydice (n.d. a). Key features of the education system. An official website of the European Unio. Retrieved January 24, 2022 from https://eacea.ec.europa.eu/national-policies/eurydice/content/switzerland_en [Google Scholar]
  29. Eurydice (n.d. b). Early childhood and school education funding. An official website of the European Unio. Retrieved January 24, 2022 from https://eacea.ec.europa.eu/national-policies/eurydice/content/early-childhood-and-school-education-funding-103_tr [Google Scholar]
  30. Erdoğan, İ. (2003). Karşılaştırmalı eğitim sistemleri. Sümer Kitapevi. [Google Scholar]
  31. Gelman, R., & Gallistel, C. R. (1978). The Child’s understanding of number. Cambridge, MA: Harvard University Press. [Google Scholar]
  32. Ginsburg, H. P., Cannon, J., Eisenband, J. G., & Pappas, S. (2006). Mathematical thinking and learning. In K. McCartney & D. Phillips (Eds.), Handbook of Early Child Development (pp. 208-229). Oxford, England: Blackwell. [Google Scholar]
  33. Ginsburg, H.P., Lee, J.S., & Boyd, J.S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report, 22(1), 3–22. [Google Scholar]
  34. Hacıibrahimoğlu, B. Y. (2017a). Örüntü ve fonksiyon. B. Akman(Ed.), Okul öncesi matematik eğitimi içinde (pp. 122-130) . Ankara: Pegem Akademi. [Google Scholar]
  35. Hacısalihoğlu-Karadeniz, M. (2014). Okul öncesi öğretmenlerinin matematik eğitiminde teknolojiden yararlanma durumlarının belirlenmesi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 4(2). 119-144. [Google Scholar]
  36. Hacıibrahimoğlu, B. Y. (2017b). Ölçme. B. Akman, F. Alisinanoğlu, G. Baydemir, & M. Buldu (Ed.), Okul öncesi matematik eğitimi içinde (pp. 144-157). Ankara: Pegem Akademi. [Google Scholar]
  37. Hannibal, M. A. Z., & Clements, D. H. (2000). Young children’s understanding of basic geometric shapes, Arlington, VA: National Science Foundation. grant no. ESI‐8954644. [Google Scholar]
  38. İncikabı, L., & Tuna, A. (2012). Türkiye ve Amerika eğitim sistemlerinin 60-72 aylıklar için geliştirilen okul öncesi matematik eğitimi programı açısından karşılaştırılması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 8(3), 94-101. [Google Scholar]
  39. Jayarajah, K., Saat, R. M., & Rauf, R. A. A. (2014). A review of science, technology, engineering & mathematics (STEM) education research from 1999–2013: A Malaysian perspective. Eurasia Journal of Mathematics, Science & Technology Education, 10(3), 155-163. [Google Scholar]
  40. Kandır, A., & Orçan, M. (2010). Okul öncesi dönemde matematik eğitimi. İstanbul: Morpa. [Google Scholar]
  41. King, E. (1979). Other schools and ours comparative studies for today. London: Holt. [Google Scholar]
  42. KKTC, MEB (2016). Okul öncesi eğitim el kitabı. KKTC Milli Eğitim ve Kültür Bakanlığı. Retrieved January 20, 2022 from http://talimterbiye.mebnet.net/Kitaplar/2016-2017/ilkokul/OkuloncesiElKitabi.pdf [Google Scholar]
  43. Le Corre, M., & Carrey, S. (2007). One, two, three, four, nothing more: An insetigation of the conceptual sources of the verbal counting principles, Cognition,105, 395-438. [Google Scholar]
  44. Lin, T. C., Lin, T. J., & Tsai, C. C. (2014). Research trends in science education from 2008 to 2012: A systematic content analysis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372. [Google Scholar]
  45. Linder, S. M., Powers-Costello, B., & Stegelin, D. A. (2011). Mathematics in early childhood: Research-based rationale and practical strategies. Early Childhood Education Journal, 39(1), 29- 37. [Google Scholar]
  46. MEB. (2013). T.C Milli Eğitim Bakanlığı Temel Eğitim Genel Müdürlüğü. http://tegm.meb.gov.tr/dosya/okuloncesi/ooproram.pdf adresinden 27.12.2021 tarihinde erişilmiştir. [Google Scholar]
  47. Milli Eğitim İstatistikleri (2021). Örgün Eğitim 2021-2022. T.C. Millî Eğitim Bakanlığı Strateji Geliştirme Başkanlığı. Ankara. [Google Scholar]
  48. Montessori, M. (1964). The Montessori method (A. E. George, Çev.). New York: Schocken Books. [Google Scholar]
  49. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, Va: NCTM. [Google Scholar]
  50. National Research Council [NRC] (2009). Mathematics in early childhood: Learning paths toward excellence and equity. Washington, DC: National Academy Press. [Google Scholar]
  51. OECD (2022), Mathematics performance (PISA) (indicator). doi: 10.1787/04711c74-en (Accessed on 18 January 2022) [Google Scholar] [Crossref] 
  52. Olkun, S., Fidan, E., & Özer- Babacan, A. (2013). 5-7 yaş aralığındaki çocuklarda sayı kavramının gelişimi ve saymanın problem çözmede kullanımı. Eğitim ve Bilim, 38(169), 236-248. [Google Scholar]
  53. Özkaral, T.,C. (2015). İlkokul ve ortaokul düzeyinde sosyal bilgiler kapsamindaki öğretim programlarinin karşilaştirmali olarak incelenmesi. (Doktora tezi). Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü. [Google Scholar]
  54. Piaget, J. (1950). The psychology of ıntelligene. London: Routledge and Kegan Paul Ltd. [Google Scholar]
  55. Piaget, J., & Inhelder, B. (2005). The child's conception of space. New York: London and New York. [Google Scholar]
  56. Polonsky, L., Freedman, D., Lesher, S., & Morrison, K. (1995). Math for the very young: a handbook of activities for parents and teachers, Chicago: John Wiley & Sons Inc. [Google Scholar]
  57. Sarama, J., & Clements, D.H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York, NY: Routledge. [Google Scholar]
  58. Sezer,T., & Güven, Y. (2019). 5-7 yaş grubu çocukların geometri becerilerinin incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 3(2), 514-540. [Google Scholar]
  59. Shonkoff, J., & Phillips, D. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. [Google Scholar]
  60. Suri, H. ve Clarke, D. (2009). Advancements in research systhesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395-430. [Google Scholar]
  61. Şehitoğlu, M., & Koçyiğit, M. (2021). Türkiye ve İsviçre’de okul aile birliği: Bir karşılaştırma çalışması. Uluslararası Yönetim Akademisi Dergisi, 3(3) , 632-653. [Google Scholar]
  62. Taşkın, N. (2017). Küçük çocuklarda sayı kavramı. B. Akman(Ed.), Okul Öncesi Matematik Eğitimi içinde (pp. 68-89). Ankara: Pegem Akademi. [Google Scholar]
  63. Türkoğlu, A. (1985). Fransa, İsveç ve Romanya eğitim sistemleri Ankara: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Basımevi. [Google Scholar]
  64. Van de Walle, J. A., Karp, K., S., & Bay-Williams, J. M. (2016). Elementary and middle school mathematics: Teaching developmentally (9th ed.). Boston: Pearson. [Google Scholar]
  65. Wach, E. (2013). Learning about qualitative document analysis. Retrieved January 22, 2022 from https://www.ids.ac.uk/publications/learning-about-qualitative-document-analysis [Google Scholar]
  66. Wynn, K., Bloom, P., & Chiang, W.-C. (2002). Enumeration of collective entities by 5-month-old infants. Cognition, 83(3), B55–B62. [Google Scholar]
  67. Yıldırım, A., & Şimşek, H. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. (10. baskı). Ankara: Seçkin Yayıncılık. [Google Scholar]
  68. Zulauf, M.W., Schweiter, M., & Von Aster, M. (2003). The preschool year: A sensitive period for the development of numerical abilities.  Kındheıt und Entwıcklung, 12(4). 222-230. [Google Scholar]
Meta
Cil. 3 (2)
İndir
Metric
Geçmiş
Benzer

Cilt 3 Sayı 2

Aralık 2022

Tüm Makaleler
Copyright © 2012 - 2024 Okul Öncesi ve Temel Eğitim Dergisi.
Pen Academic Publishing is a trademark of THDSoft.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY-NC-ND
Electronic Journal Management System. This software was developed in Türkiye. ejournal.gen.tr
Pen Academic Publishing General Publication Policy: