Research article | Open Access
International Journal of Progressive Education 2022, Vol. 18(3) 244-258
pp. 244 - 258 | DOI: https://doi.org/10.29329/ijpe.2022.439.16
Publish Date: June 01, 2022 | Single/Total View: 101/445 | Single/Total Download: 135/708
Abstract
This study aims to develop a mathematics education program supported by stories for 48'60-month-old children attending pre-school education institutions and examine its effect on children's early mathematics skills. The study group consists of 48'60-month-oldchildren who continue pre-school education in an independent kindergarten affiliated with the Ministry of National Education in Usak province, in 2020-2021.The study was carried out with 33 children, 18 in the experimental and 15 in the control group. A pretest-posttest quasi-experimental design with a control group was used in the study. Test of Early Mathematics Ability -3 (TEMA-3), developed by Ginsburg and Barody, was used to collect data. The test's adaptation, validity, and reliability to 48-60-month-old Turkish children had been conducted by Seker (2013). Regarding data collection, TEMA-3 was administered as a pre-test to the experimental and control group students before implementing the program. After the pre-test, the 'Mathematics Education Program Supported by Stories' was instructed to the experimental group three (3) days a week for eight (8) weeks. During the implementation, 'Mathematics Education Program Supported by Stories' was instructed to the children in the experimental group by the researcher; the daily education flow specified in the 2013 Pre-School Education Program was continued for the control group children. The data obtained from the research were analyzed with the SPSS statistical program. Independent and dependent t-tests were used to test the difference between the pre-test and post-test between and within groups. Based on the findings obtained from the analyzes, there was no significant difference between the pre-test scores. However, there was a significant difference between the post-test scores in favor of the experimental group. It was concluded that the mathematics education program supported by stories effectively improved children's mathematics skills.
Keywords: Early Childhood Education, Preschool Education, Early Math, Child
APA 7th edition
Seker, P.T., & Metin, Z. (2022). The Effects of the Mathematics Education Program Supported by Stories on the Mathematical Skills of 48–60-Month-old Children. International Journal of Progressive Education, 18(3), 244-258. https://doi.org/10.29329/ijpe.2022.439.16
Harvard
Seker, P. and Metin, Z. (2022). The Effects of the Mathematics Education Program Supported by Stories on the Mathematical Skills of 48–60-Month-old Children. International Journal of Progressive Education, 18(3), pp. 244-258.
Chicago 16th edition
Seker, Perihan Tugba and Zeynep Metin (2022). "The Effects of the Mathematics Education Program Supported by Stories on the Mathematical Skills of 48–60-Month-old Children". International Journal of Progressive Education 18 (3):244-258. https://doi.org/10.29329/ijpe.2022.439.16