The relationship between the frequency of mathematical language and pedagogical mathematic content knowledge of preschool teachers
Journal Title: Erken Çocukluk Çalışmaları Dergisi - Year 2017, Vol 1, Issue 1
Abstract
The aim of this research is to investigate preschool teachers’ mathematical pedagogic content knowledge and the frequency of mathematical language used in the classrooms. The sample of the study is defined with purposeful sampling of two public preschools in Eskisehir. 21 preschool teachers working in these preschools were included into the study. The frequency of teachers’ using mathematical language in classroom was identified by using categories of Klibanoff and his colleagues (2006). Also, “Preschool Mathematical Pedagogic Content Knowledge Interview” was conducted with the preschool teachers. Data were analyzed with Spearman Correlation Test and Kruskal Wallis Test. The study showed that the relationship between the frequency of mathematical language of preschool teachers used in the classrooms and pedagogical mathematic content knowledge is low and nonsignificant. Teachers' pedagogical mathematic content knowledge scores and the frequency of using mathematical language did not change in terms of teacher experience. Also, while teachers preferred to use mathematical language for counting and number symbols, mathematical language for calculation was not used. When teachers’ years of experience are examined, mathematical language used in the class has been found to decrease in the first few years, and then to increase in 6-10 years and again to decrease in the following years.
Authors and Affiliations
Nurbanu Parpucu, Serap Erdoğan
Keywords
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- EP ID EP21871
- DOI 10.24130/eccd.jecs.19672017118
- Views 486
- Downloads 93
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