ERIC Number: EJ1352300
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1554-5210
The Effects of the Mathematics Education Program Supported by Stories on the Mathematical Skills of 48-60-Month-Old Children
Seker, Perihan Tugba; Metin, Zeynep
International Journal of Progressive Education, v18 n3 p244-258 2022
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-old-children 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.
Descriptors: Foreign Countries, Mathematics Education, Preschool Education, Preschool Children, Mathematics Skills, Skill Development, Mathematics Instruction, Teaching Methods, Story Telling, Kindergarten, Mathematics Tests, Pretests Posttests, Scores, Instructional Effectiveness
International Association of Educators. Available from: PEN Academic Publishing. e-mail: secretary@inased.org; e-mail: info@penpublishing.net; Web site: https://inased.org/ijpepi/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A