Opinions of Pre-Service Pre-School Teachers on the Use of Mathematics Activities

Autor/in	Kesicioglu, Oguz Serdar
Titel	Opinions of Pre-Service Pre-School Teachers on the Use of Mathematics Activities
Quelle	In: South African Journal of Education, 41 (2021) 1, Artikel 1813 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kesicioglu, Oguz Serdar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Preservice Teachers; Preschool Teachers; Student Attitudes; Mathematics Instruction; Mathematics Activities; Mathematical Concepts; Concept Formation; Educational Games; Art Activities; Foreign Countries; Learning Activities; Manipulative Materials; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Educational game; Lernspiel; Künstlerische Tätigkeit; Ausland; Lernaktivität; Hilfsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	The research reported on here was designed in a qualitative approach to present the opinions of pre-service pre-school teachers on the use of mathematics activities. The sample consisted of 10 pre-service teachers, who in their fourth year of pre-school education in the teaching department in 2017 to 2018. The pre-service teachers in the study group were selected from those with a grade point average (GPA) of above 3 and who completed the teaching practice course. In the research, the data were collected from the pre-service teachers through interviews. A semi-structured form, developed by the researcher, was used as a data collection tool in order to reveal the opinions of pre-service pre-school teachers on the application of mathematics activities. The results of the research show that the participating pre-service pre-school teachers used more than one-to-one correspondence in mathematics activities of which the most difficult concepts were classification and geometrical figures -- difficult situations in which to attract the attention of children and a crowded class of 36 to 48 month old children. Most of the mathematics activities were integrated into games and art through the narration and gamification method. The participants mostly used prepared mathematics activities in practice. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01