Research Article
Year 2019,
Volume: 6 Issue: 4, 617 - 635, 05.01.2020
Abstract
This study aimed to
develop a measurement tool in order to assess preschool teachers’ pedagogical
content knowledge regarding mathematics. The study was based on 300 preschool
teachers working in formal independent kindergartens and nursery classes of
primary/secondary schools in the Kahramanmaraş Province of Turkey. Among the
participants, 150 were chosen for pre-application and 150 for the main
application. The scale consists of five different case studies and a total of 35
items, including dialogues that focus on mathematical content and processes reflected
in children’s talk during their play. In calculating the reliability of the
scale, Cronbach Alpha was found to be .95 for the pre-application and .96 for
the main application. For the validity of the scale, exploratory and
confirmatory factor analyses were performed. The exploratory factor analysis
results revealed the scale to be a single-factor structure. When the factor
loads of each relevant item were examined, no item was found to exist with a
factor load value of less than .30. After confirmatory factor analysis was
performed, the model fit indices of CFI, TLI, RMSEA, and SRMR values were found
to be .91, .91, .06 and .06, respectively. These results show the model to be
reliable to an acceptable level. Based on the findings, it could be concluded
that the scale is an instrument that produces valid and reliable measures, and
that it can be used in order to determine the preschool teachers’ pedagogical content
knowledge regarding mathematics.
develop a measurement tool in order to assess preschool teachers’ pedagogical
content knowledge regarding mathematics. The study was based on 300 preschool
teachers working in formal independent kindergartens and nursery classes of
primary/secondary schools in the Kahramanmaraş Province of Turkey. Among the
participants, 150 were chosen for pre-application and 150 for the main
application. The scale consists of five different case studies and a total of 35
items, including dialogues that focus on mathematical content and processes reflected
in children’s talk during their play. In calculating the reliability of the
scale, Cronbach Alpha was found to be .95 for the pre-application and .96 for
the main application. For the validity of the scale, exploratory and
confirmatory factor analyses were performed. The exploratory factor analysis
results revealed the scale to be a single-factor structure. When the factor
loads of each relevant item were examined, no item was found to exist with a
factor load value of less than .30. After confirmatory factor analysis was
performed, the model fit indices of CFI, TLI, RMSEA, and SRMR values were found
to be .91, .91, .06 and .06, respectively. These results show the model to be
reliable to an acceptable level. Based on the findings, it could be concluded
that the scale is an instrument that produces valid and reliable measures, and
that it can be used in order to determine the preschool teachers’ pedagogical content
knowledge regarding mathematics.
References
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- Anders, Y., & Rossbach, H.G. (2015). Preschool teachers’ sensitivity to mathematics in children’s play: The influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Early Education, 29(3), 305-322.
- Anthony, G., & Walshaw, M. (2009). Mathematics education in the early years: Building bridges. Contemporary Issues in Early Childhood, 10(2), 107-121. doi: http://dx.doi.org/10.2304/ciec.2009.10.2.107
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- Baranek, L. K. (1996). The effect of rewards and motivation on student achievement. Master’s thesis. Grand Valley State University, MI.
- Basol, G. (2015). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education], Ankara: Pegem.
- Berhenge, A. L. (2013). Motivation, self-regulation, and learning in preschool. (Doctoral Dissertation). University of Michigan, USA.
- Bulut, S., & Tarım, K. (2006). Okul öncesi öğretmenlerinin matematik ve matematik öğretimine ilişkin algı ve tutumları [Perceptions and attitudes of preschool teachers about mathematics and mathematics teaching]. Çukurova Üniversitesi, Eğitim Fakültesi Dergisi, 2, 32-65.
- Büyüköztürk, Ş. (2005). Anket geliştirme [Survey Development]. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
- Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. istatistik, araştırma deseni SPSS uygulamaları ve yorum. değerlendirme [Data analysis handbook for social sciences statistics, research design SPSS applications and interpretation], Ankara: Pegem Akademi.
- Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri (1st Ed.) [Scientific Research Methods], Ankara: Pegem.
- Chace Pierro, R. (2015). Teachers’ knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten. (Master’s thesis). University of North Carolina, USA. Retrieved from https://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154M_11772.pdf
- Claesens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29.
- Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The Learning Trajectories Approach (2nd Ed.). New York, NY: Routledge.
- Clements, D. H., Sarama, J., & DiBiase, A.-M. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum.
- Copley, J. V. (2010). The young child and mathematics (2nd Ed.). Washington DC: National Association for the Education of Young Children.
- Cox, G. J. (2011). Preschool caregivers’ mathematical anxiety: examining the relationships between mathematical anxiety, and knowledge and beliefs about mathematics for young children (Doctoral Dissertation). Texas Woman’s University, Denton, TX.
- Çelik, M. (2017). Okul öncesi öğretmenlerin erken matematik eğitimine ilişkin öz yeterliklerinin çeşitli değişkenler açısından incelenmesi [Pre-school teachers' self efficacy related to early maths education]. e-Kafkas Eğitim Araştırmaları Dergisi, 4(1), 1-10.
- Çoban, A. (2002). Matematik dersinin ilköğretim programları ve liselere giriş sınavları açısından değerlendirilmesi [Evaluation of mathematics course in terms of primary education programs and high school entrance exams]. In Proceedings of the V. National Science and Mathematics Education Congress, Middle East Technical University, Ankara, Turkey. http://old.fedu.metu.edu.tr/ufbmek5/b_kitabi/PDF/Matematik/Bildiri/t219d.pdf
- Dağlı, H., & Dağlıoğlı, H. E. (2017). Preschool teachers’ pedagogical content knowledge about mathematics. In I. Koleva & G. Duman (Eds.), Educational Research and Practice (pp. 124-129). Sofia, Bulgaria: St. Kliment Ohridski University Press.
- Dağlıoğlu, H. E., Dağlı, H., & Kılıç, N. M. (2014). Okul öncesi eğitimi öğretmen adaylarının matematik eğitimi dersine karşı tutumlarının çeşitli değişkenler açısından incelenmesi [Examination of pre-school teacher candidates' attitudes towards mathematics education course in terms of various variables]. In Proceedings of the YILDIZ International Conference on Educational Research and Social Sciences Proceedings (pp. 293-304). İstanbul, Turkey, Pegem Akademi.
- Dağlıoğlu, H. E., Genç, H., & Dağlı, H. (2017). Gelişimsel açıdan okul öncesi dönemde matematik eğitimi. [Developmental aspects of mathematics education in preschool period] In İ. Ulutaş (Ed.), Okul öncesi matematik eğitimi [Preschool math education], (pp. 12-36). Ankara, Turkey: Hedef CS.
- Erdoğan, S. (2006). Altı yaş grubu çocuklarına drama yöntemi ile verilen matematik eğitiminin matematik yeteneğine etkisinin İncelenmesi [A study on the effect of mathematıcs educatıon gıven wıth drama method to sıx-years-old chıldren on mathematıcs ability]. (Doctoral Dissertation). Ankara University, Ankara, Turkey. Retrieved from https://tez.yok.gov.tr
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- Gifford, S. (2005). Teaching mathematics 3-5: developing learning in the foundation stage. London, United Kingdom: Open University Press.
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Year 2019,
Volume: 6 Issue: 4, 617 - 635, 05.01.2020
Abstract
This study aimed to develop a measurement tool in order to assess preschool teachers’ pedagogical content knowledge regarding mathematics. The study was based on 300 preschool teachers working in formal independent kindergartens and nursery classes of primary/secondary schools in the Kahramanmaraş Province of Turkey. Among the participants, 150 were chosen for pre-application and 150 for the main application. The scale consists of five different case studies and a total of 35 items, including dialogues that focus on mathematical content and processes reflected in children’s talk during their play. In calculating the reliability of the scale, Cronbach Alpha was found to be .95 for the pre-application and .96 for the main application. For the validity of the scale, exploratory and confirmatory factor analyses were performed. The exploratory factor analysis results revealed the scale to be a single-factor structure. When the factor loads of each relevant item were examined, no item was found to exist with a factor load value of less than .30. After confirmatory factor analysis was performed, the model fit indices of CFI, TLI, RMSEA, and SRMR values were found to be .91, .91, .06 and .06, respectively. These results show the model to be reliable to an acceptable level. Based on the findings, it could be concluded that the scale is an instrument that produces valid and reliable measures, and that it can be used in order to determine the preschool teachers’ pedagogical content knowledge regarding mathematics.
References
- Aksu, Z., & Kul, U. (2017). Turkish adaptation of the survey of pedagogical content knowledge in early childhood mathematics education. International Journal of Eurasia Social Sciences, 8(30), 1832-1848.
- Anders, Y., Grosse, C., Rossbach, H., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children’s early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24(2), 195-211.
- Anders, Y., & Rossbach, H.G. (2015). Preschool teachers’ sensitivity to mathematics in children’s play: The influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Early Education, 29(3), 305-322.
- Anthony, G., & Walshaw, M. (2009). Mathematics education in the early years: Building bridges. Contemporary Issues in Early Childhood, 10(2), 107-121. doi: http://dx.doi.org/10.2304/ciec.2009.10.2.107
- Arnas, Y. (2006). Okul öncesi dönemde matematik eğitimi [Mathematics education in preschool], Adana: Nobel.
- Aunola, K., Leskinen, E., Lerkkanen, M.K., & Nurmi, J.E. (2004). Developmental dynamics of math performance from preschool to grade 2. Journal of Educational Psychology, 96(4), 699-713.
- Baranek, L. K. (1996). The effect of rewards and motivation on student achievement. Master’s thesis. Grand Valley State University, MI.
- Basol, G. (2015). Eğitimde ölçme ve değerlendirme [Measurement and evaluation in education], Ankara: Pegem.
- Berhenge, A. L. (2013). Motivation, self-regulation, and learning in preschool. (Doctoral Dissertation). University of Michigan, USA.
- Bulut, S., & Tarım, K. (2006). Okul öncesi öğretmenlerinin matematik ve matematik öğretimine ilişkin algı ve tutumları [Perceptions and attitudes of preschool teachers about mathematics and mathematics teaching]. Çukurova Üniversitesi, Eğitim Fakültesi Dergisi, 2, 32-65.
- Büyüköztürk, Ş. (2005). Anket geliştirme [Survey Development]. Türk Eğitim Bilimleri Dergisi, 3(2), 133-151.
- Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. istatistik, araştırma deseni SPSS uygulamaları ve yorum. değerlendirme [Data analysis handbook for social sciences statistics, research design SPSS applications and interpretation], Ankara: Pegem Akademi.
- Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri (1st Ed.) [Scientific Research Methods], Ankara: Pegem.
- Chace Pierro, R. (2015). Teachers’ knowledge, beliefs, self-efficacy, and implementation of early childhood learning standards in science and math in prekindergarten and kindergarten. (Master’s thesis). University of North Carolina, USA. Retrieved from https://libres.uncg.edu/ir/uncg/f/Pierro_uncg_0154M_11772.pdf
- Claesens, A., & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29.
- Clements, D. H., & Sarama, J. (2014). Learning and teaching early math: The Learning Trajectories Approach (2nd Ed.). New York, NY: Routledge.
- Clements, D. H., Sarama, J., & DiBiase, A.-M. (Eds.). (2004). Engaging young children in mathematics: Standards for early childhood mathematics education. Mahwah, NJ: Erlbaum.
- Copley, J. V. (2010). The young child and mathematics (2nd Ed.). Washington DC: National Association for the Education of Young Children.
- Cox, G. J. (2011). Preschool caregivers’ mathematical anxiety: examining the relationships between mathematical anxiety, and knowledge and beliefs about mathematics for young children (Doctoral Dissertation). Texas Woman’s University, Denton, TX.
- Çelik, M. (2017). Okul öncesi öğretmenlerin erken matematik eğitimine ilişkin öz yeterliklerinin çeşitli değişkenler açısından incelenmesi [Pre-school teachers' self efficacy related to early maths education]. e-Kafkas Eğitim Araştırmaları Dergisi, 4(1), 1-10.
- Çoban, A. (2002). Matematik dersinin ilköğretim programları ve liselere giriş sınavları açısından değerlendirilmesi [Evaluation of mathematics course in terms of primary education programs and high school entrance exams]. In Proceedings of the V. National Science and Mathematics Education Congress, Middle East Technical University, Ankara, Turkey. http://old.fedu.metu.edu.tr/ufbmek5/b_kitabi/PDF/Matematik/Bildiri/t219d.pdf
- Dağlı, H., & Dağlıoğlı, H. E. (2017). Preschool teachers’ pedagogical content knowledge about mathematics. In I. Koleva & G. Duman (Eds.), Educational Research and Practice (pp. 124-129). Sofia, Bulgaria: St. Kliment Ohridski University Press.
- Dağlıoğlu, H. E., Dağlı, H., & Kılıç, N. M. (2014). Okul öncesi eğitimi öğretmen adaylarının matematik eğitimi dersine karşı tutumlarının çeşitli değişkenler açısından incelenmesi [Examination of pre-school teacher candidates' attitudes towards mathematics education course in terms of various variables]. In Proceedings of the YILDIZ International Conference on Educational Research and Social Sciences Proceedings (pp. 293-304). İstanbul, Turkey, Pegem Akademi.
- Dağlıoğlu, H. E., Genç, H., & Dağlı, H. (2017). Gelişimsel açıdan okul öncesi dönemde matematik eğitimi. [Developmental aspects of mathematics education in preschool period] In İ. Ulutaş (Ed.), Okul öncesi matematik eğitimi [Preschool math education], (pp. 12-36). Ankara, Turkey: Hedef CS.
- Erdoğan, S. (2006). Altı yaş grubu çocuklarına drama yöntemi ile verilen matematik eğitiminin matematik yeteneğine etkisinin İncelenmesi [A study on the effect of mathematıcs educatıon gıven wıth drama method to sıx-years-old chıldren on mathematıcs ability]. (Doctoral Dissertation). Ankara University, Ankara, Turkey. Retrieved from https://tez.yok.gov.tr
- Even, R., & Tirosh, D. (1995). Subject-matter knowledge and knowledge about students as sourches of teacher presentations of the subject-matter. Educational Studies in Mathematics, 29(1), 1-20.
- Fisher, P. H. (2004). Early math interest and the development of math skills: an understudied relationship. (Doctoral Dissertation). University of Massachusetts, USA.
- Frary, R. B. (1989). Partial-credit scoring methods for multiple-choice tests. Applied Measurement in Education, 2(1), 79-96.
- Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009). Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components. Review of Educational Research, 79(3), 1202-1242.
- Gifford, S. (2005). Teaching mathematics 3-5: developing learning in the foundation stage. London, United Kingdom: Open University Press.
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There are 71 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Studies on Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | January 5, 2020 |
| Submission Date | July 18, 2019 |
| Published in Issue | Year 2019 Volume: 6 Issue: 4 |
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