Research Information System
Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, vol.9, no.1, pp.1-20, 2019 (National Refreed University Journal)
The aim of this qualitative study was to explore how teachers of young
children provide math education in their classrooms in Turkey. More
specifically, attention was paid to reveal the levels of math skills and
concepts that were addressed in, and pedagogical approaches that were
characterized the math practices in two pre-k programs. Data was obtained
through observations and interviews. Content analysis of the data revealed
that there was a disregard for individual differences, and children's informal
math experiences, knowledge and skills. Children had to spend hours in
teacher directed activities that mostly comprised of worksheets without
much use of manipulatives or technology. Connections between children's
real lives and teaching activities were rarely made. There is an urgent need
for ongoing and extensive teacher development programs in which
teachers could see value in recommended teaching practices; find plenty
of opportunities to observe, experiment, and implement good practices;
receive and provide feedback in a network of professionals. Partnership
between universities and schools should become more effective and not
be limited to curriculum development or one-shot training sessions.