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Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş

Year 2018, Volume: 12 Issue: 2, 1 - 30, 31.12.2018
https://doi.org/10.17522/balikesirnef.505915

Abstract












Okul öncesi eğitime başlamadan çok önce, çocukların günlük
ortamlardaki keşifleri, sayı ve şekil gibi kavramları geliştirmelerine yardımcı
olmakta ve daha sonraki formal matematik eğitimi için bir alt yapı
oluşturmaktadır. Bu nedenle erken deneyimlerin bütüncül ve sistematik bir
şekilde ele alınması önem kazanmaktadır. Bu araştırmada, matematiksel
deneyimlerin çok boyutlu olarak incelenmesinde kullanılan sosyomatematiksel niş
kuramsal çerçevesinin tanıtılması amaçlanmıştır. Sosyomatematiksel niş,
temelini gelişimsel niş kavramından almaktadır ve
kültürel
bağlamda matematiksel deneyimleri belirlemek amacıyla gerçekleştirilen
çalışmalarda araştırmacılara kuramsal bir çerçeve sunmaktadır. 
Sosyomatematiksel niş, farklı kültürlerde var olan
matematiksel deneyimleri derinlemesine inceleme imkânı sağlayarak eğitimciler ve
araştırmacılara çocukların matematiksel öğrenme deneyimlerini betimlemede ve bu
betimleme ışığında matematik öğretiminde kullanabilecek stratejileri
belirlemede yarar sağlayabilir. Ayrıca, sosyomatematiksel niş, erken matematik
öğreniminde dezavantajlı ve avantajlı çocuklar arasındaki farklılıkların öngörülmesinde
ve matematik programlarının kültüre duyarlı hale getirilmesinde rehber
olabilir. 



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A Theoretical Framework to Examining Mathematical Experiences in Early Childhood: Sociomathematical Niche

Year 2018, Volume: 12 Issue: 2, 1 - 30, 31.12.2018
https://doi.org/10.17522/balikesirnef.505915

Abstract












Long before starting
preschool education, children’s daily discoveries help them develop certain
concepts such as numbers and shapes, and they comprise a basis for a formal
mathematics education. Thus, dealing with early experiences in an integrative
and systematic way is of crucial significance. This study aims to introduce the
theoretical framework of the sociomathematical niche which is used to analyze
mathematical experiences on multiple levels. The sociomathematical niche take
its roots from the developmental niche and presents a theoretical framework to
researchers at studies that aim to specify mathematical experiences in terms of
cultural aspects. Providing a thorough analysis opportunity of mathematical
experiences at different cultures, the sociomathematical niche can be helpful
for researchers in describing children’s mathematical learning experiences and
to determine strategies that can be used for mathematics education.
Additionally, the sociomathematical niche can guide us to see the differences
between advantaged and disadvantaged students in early mathematics education
and prepare culturally sensitive mathematics programs. 



References

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  • Aunola, K., Leskinen, E., Lerkkanen, M. K. ve Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool. Journal of Educational Psychology, 96(4), 699-713.
  • Barton, A. C. (1998). Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research in Science Teaching, 35(4), 379-394.
  • Baumrind, D. (2005). Patterns of parental authority and adolescent autonomy. New Directions for Child and Adolescent Development, 108, 61-69. DOI: 10.1002/cd.128.
  • Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers' math anxiety affects girls' math achievement. Proc. Natl. Acad. Sci. U.S.A. 107, 1860–1863. DOI: 0.1073/pnas.0910967107.
  • Björklund, C. (2008). Toddlers’ opportunities to learn mathematics. International Journal of Early Childhood, 40(1), 81-95.
  • Bonner, E. (2009). Achieving success with African American learners: A framework for culturally responsive mathematics teaching. Childhood Education, 86(1), 2-6. DOI: 10.1080/00094056.2009.10523100.
  • Bouchey, H. A., Shoulberg, E. K., Jodl, K. M., & Eccles, J. S. (2010). Longitudinal links between older sibling features and younger siblings’ academic adjustment during early adolescence. Journal of Educational Psychology, 102, 197-211.
  • Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436. DOI: 10.1016/S0022-4405(02)00107-3.
  • Cankaya, O., LeFevre, J., & Dunbar, K. (2014). The role of number naming systems and numeracy experiences in children’s rote counting: Evidence from Turkish and Canadian children. Learning and Individual Differences, 32, 238-245.
  • Cannon, J., & Ginsburch, H. P. (2008). Doing the Math: Maternal beliefs about early mathematics versus language learning. Early Education and Development, 19(2), 238-260. DOI: 10.1080/10409280801963913.
  • Carr, M. (2001). Assessment in early childhood: Learning stories. London: Paul Chapman.
  • Chatterji, M. (2005). Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K–first grade sample. Education Policy Analysis Archives, 13(46), 1-37. DOI: 10.14507/epaa.v13n46.2005.
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Details

Primary Language Turkish
Journal Section Makaleler
Authors

Mustafa Kale

İmray Nur This is me

Durmuş Aslan

Publication Date December 31, 2018
Submission Date June 7, 2018
Published in Issue Year 2018 Volume: 12 Issue: 2

Cite

APA Kale, M., Nur, İ., & Aslan, D. (2018). Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 12(2), 1-30. https://doi.org/10.17522/balikesirnef.505915