The Preschool Teachers' Opinion on Teaching Geometry

Autor/inn/en	Kesicioglu, Oguz Serdar; Mart, Mehmet
Titel	The Preschool Teachers' Opinion on Teaching Geometry
Quelle	In: Southeast Asia Early Childhood, 11 (2022) 2, S.21-36 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preschool Teachers; Teacher Attitudes; Opinions; Mathematics Instruction; Geometry; Self Efficacy; Instructional Materials; Teaching Methods; Play + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Lehrmeinung; Mathematics lessons; Mathematikunterricht; Geometrie; Self-efficacy; Selbstwirksamkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel
Abstract	Teaching geometry in the early years emerges along with maths activities but might be neglected sometimes. This research aims to identify preschool teachers' opinions on geometry teaching via using semi-structured interviews, and collected data analysed using content analysis. Seven female and three male preschool teachers were participated in the study, who has BA and MA degrees. The data collected data were analysed by separately with each research as considering the aims of content analysis and had common findings. While the participating teachers considered themselves to have self-efficacy to teach geometry, their sufficiency to teach depends on various factors. In terms of shaped included in preschool education programmes, there is some common knowledge around it. In the case of teaching, some difficulties in teaching various shapes, and teaching in various activities are found, and this is related to used materials in teaching. The prominent finding is the participating teachers' opinions on children's geometric thinking levels, and some participants have inadequate knowledge about it, which might be the result of their insufficient undergraduate degree. This is also underlined by teachers as having ineffective modules in their undergraduate in terms of being only theoretical and fundamental information. Thus, it is important to provide some ongoing support for teachers to enhance their knowledge to support teaching geometry. (As Provided).
Anmerkungen	National Child Development Research Centre. Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak, Malaysia. e-mail: ncdrc@upsi.edu.my; Web site: http://ojs.upsi.edu.my/index.php/SAEC
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01