The Effect of the Montessori Method Integrated with Collaborative Learning on Early Mathematical Reasoning Skills
Abstract views: 128
/ 
PDF downloads: 114
DOI:
https://doi.org/10.52380/ijcer.2023.10.4.505Keywords:
preschool education, Reasoning, Montessori Method, Collaborative learningAbstract
Araştırmanın amacı, okul öncesi dönemde işbirlikli öğrenme ile bütünleştirilmiş Montessori Metodu'nun matematiksel muhakeme becerileri üzerindeki etkisini araştırmaktır. Çalışma grubu, deney grubunda 15, kontrol grubunda 15 olmak üzere toplam 30 çocuktan oluşmaktadır. Çalışma, deney grubunda işbirlikli öğrenme etkinlikleriyle bütünleştirilmiş Montessori Yöntemi destekli matematik öğretimi, kontrol grubunda ise MEB Okul Öncesi Öğretim Programı (2013) destekli matematik öğretimi ile yürütülmüştür. Veri toplama aracı olarak “Erken Matematiksel Akıl Yürütme Becerileri Değerlendirme Aracı” kullanılmış, veriler cinsiyet ve akıl yürütme değişkenleri doğrultusunda Mann-Whitney U Testi ile analiz edilmiştir. İşbirlikli öğrenme ile bütünleştirilmiş Montessori Yöntemi ile desteklenmiş Matematik dersi alan deney grubu öğrencileri ile MEB Okul Öncesi Öğretim Programı (2013) destekli Matematik dersi alan kontrol grubu öğrencilerinin performansları karşılaştırıldığında, deney grubu lehine anlamlı bir fark bulunmuştur. grup belirlendi. Ancak deney ve kontrol grubu öğrencilerinin muhakeme becerilerinde cinsiyete göre anlamlı bir farklılık saptanmamıştır.
References
Ahmed, Adem M., et.al. “Comparison of cooperative problem-solving of mathematics teaching method with traditional (lecture) method: Thecase of Awi-zone, Ethiopia”. International Journal of Education & Management. 10 (1) (2020): 71-74. DOI: https://doi.org/10.5937/IstrPed2001001A
Aktaş Arnas, Yaşare. “Okul öncesi dönemde matematik eğitimi (Mathematics education in preschool period)”. Ankara: Vize Press, 2012.
Ayvacı, Hakan Ş. “Okul öncesi dönem çocuklarının bilimsel süreç becerilerini kullanma yeterliliklerini geliştirmeye yönelik pilot bir çalışma (A pilot survey to improve the use of scientific process skills of kindergarten children)”. NEF-EFMED, 4 (7), 2010: 1-24.
Bahatheg, Raja O. “How the use of Montessori sensorial material supports children’s creative problem solving in the pre-school classroom” Unpublished doctoral dissertation, University of Southampton, 2010.
Beatty, Barbara. “The dilemma of scripted instruction: comparing teacher autonomy, fidelity, and resistance in the Froebelian Kindergarten, Montessori, direct instruction, and success for all”. Teachers College Record. 113 (3), 2011: 395-430. DOI: https://doi.org/10.1177/016146811111300305
Becker, Jane Betsy. “Item characteristics and gender differences on the SAT-M for mathematically able youths”. American Educational Research Journal, 27 (1), 1990: 65-87. DOI: https://doi.org/10.3102/00028312027001065
Beller, Michal and Naomi, Gafni,. “ The 1991 İnternational assessment of educational progress in mathematics and sciences: The gender differences perspective”. Journal of Educational Psychology, 88 (2), 1996: 65-77. DOI: https://doi.org/10.1037/0022-0663.88.2.365
Bierman, Karen L., et.al. “Behavioral and cognitive readiness for school: cross-domain associations for children attending head start”. Review of Social Development, 18 (2), 2009: 305–323. DOI: 10.1111/j.1467-9507.2009.00490.x DOI: https://doi.org/10.1111/j.1467-9507.2008.00490.x
Burchinal, Margaret, et.al. “Threshold analysis of the association between child care quality and child outcomes for low-income children in pre-kindergarten programs”. Early Childhood Research Quarterly, 25 (2), 2010: 166-176. DOI: 10.1016/j.ecresq.2009.10.0004 DOI: https://doi.org/10.1016/j.ecresq.2009.10.004
Charlesworth, Rosalind. “Experiences in math for young children”. Delmar: Thomson Learning, 2000.
Charlesworth, Rosalind. “Prekindergarten mathematics: connecting with national standards”. Early Childhood Education Journal. 32 (4), 2005: 229-236. DOI: https://doi.org/10.1007/s10643-004-1423-7
Charlesworth, R. and Karen K, Lind. “Math and science for young children” Belmont: Cengage Learning, 2010.
Clements, Douglas H. and Julie Sarama. “Young children and technology: What does the research say?”. Young Children, 58 (6), 2008: 34-40.
Clements, Lindsay J. “Cooperation between preschool peers in relation to their math learning during dyadic activities” Unpublished doctoral dissertation, Boston College University, 2019. Retrieved from: http://hdl.handle.net/2345/bc-ir:108758.
Cossentino, Jacqueline M. “Big work: Goodness, vocation, and engagement in the Montessori Method”. Curriculum Inquiry, 36 (1), 2006: 63-92. DOI: https://doi.org/10.1111/j.1467-873X.2006.00346.x
Darnis, Syefriani and Jaime Dodd. “Increasing the learning result of early mathematics odd and even numbers through Montessori "Cards and Counters" activity: A quasi-experimental study”. Al-Athfal: Jurnal Pendidikan Anak, 7 (2), 2021: 99-110. DOI: https://doi.org/10.14421/al-athfal.2021.72-01
Dearing, Eric., et.al. “Does higher quality early child care promote low-income children’s math and reading achievement in middle childhood?”. Child Development, 80(5), 2009: 1329-1349. DOI: 10.1111 / j.1467-8624.2009.01336.x DOI: https://doi.org/10.1111/j.1467-8624.2009.01336.x
Deluca, Christopher and Scott Hughes, S. “Assessment in early primary education: An empirical study of five school contexts”. Journal of Research in Childhood Education, 28 (4), 2014: 441–460. DOI: https://doi.org/10.1080/02568543.2014.944722
Denervaud, Solange, et.al. “Effects of traditional versus Montessori Schooling on 4- to 15-year-old children's performance monitoring”. Mind, Brain and Education. 14 (2), 2020: 167-175. DOI: https://doi.org/10.1111/mbe.12233
DeVries, Rheta and Artin Göncü, A. “Interpersonal relations in four-year olds in Dyads from Constructivist and Montessori Programs”. Journal of Applied Developmental Psychology, 8 (4), 987: 481-501. DOI: https://doi.org/10.1016/0193-3973(87)90035-9
Duckworth, Cheryl. “Teaching peace: a dialogue on the Montessori Method”. Journal of Peace Education, 3 (1), 2006: 39-53. DOI: https://doi.org/10.1080/17400200500532128
Duffy, Bernadette. “Supporting creativity and imagation in the early years”. Buckingham: Open University Press, 1998.
Ergül, Ayşegül. “Development of evaluation instrument for the early mathematical reasoning skills” Unpublished doctoral dissertation, Hacettepe University, Ankara, 2014
Faryadi, Qais. “The application of Montessori Method in learning mathematics: experimental research”. Open Access Library Journal, 4, 2017: 1-14. DOI: https://doi.org/10.4236/oalib.1104140
Geary, David C. “Development of mathematical understanding.” Handbook of child psychology: Cognition, perception, and language. Eds. D. Kuhn, et.al. John Wiley & Sons Inc, 2006. 777–810.
Gomes, Rosa M. and Anabela Sousa Pereira. “Influence of age and gender in acquiring social skills in Portuguese preschool education.” Psychology, 5 (2), 2014: 99-103. DOI: 10.4236/psych.2014.52015 DOI: https://doi.org/10.4236/psych.2014.52015
Harris, Maureen. “Montessori Mozart programme.” Montessori International Journal. 75 (17), 2005.
Hinkelmann, Klaus and Oscar Kempthorne. “Design and analysis of experiments (Volume 2).” New York: John Wiley & Sons, 2005. DOI: https://doi.org/10.1002/0471709948
Jin, Meilan and Mary Jane Moran. “Chinese and US preschool teachers’ beliefs about children’s cooperative problem-solving during play.” Early Childhood Education Journal. 49, 2021: 503–513. DOI: https://doi.org/10.1007/s10643-020-01087-9
Kayılı, Gökhan and Ramazan Arı. “The effect of Montessori Method supported by social skills training program on Turkish kindergarten children's skills of understanding feelings and social problem solving.” Journal of Education and Training Studies, 4 (12), 2016: 81-91. DOI:10.11114/jets.v4i12.1965 DOI: https://doi.org/10.11114/jets.v4i12.1965
Kilpatrick, William H. “The Montessori system examined.” Boston: Houghton Mifflin Company, 1914.
Klein, Pnina S. et.al. “Mathematical thinking of kindergarten boys and girls: Similar achievement, different contributing processes.” Educational Studies in Mathematics, 73 (3), 2010: 233-246. DOI: https://doi.org/10.1007/s10649-009-9216-y
Lavasani, Masoud G. and Farah Khandan. “The effect of cooperative learning on mathematics anxiety and help seeking behavior.” Procedia‐Social and Behavioral Sciences, 15, 2011: 271– 276. DOI: https://doi.org/10.1016/j.sbspro.2011.03.085
Leikin, Roza and Orit Zaslavsky. “Facilitating student interactions in mathematics in a cooperative learning setting.” Nationals Council of Teachers of Mathematics, 28(3), 1997: 331-354. DOI: https://doi.org/10.5951/jresematheduc.28.3.0331
Lillard, Angeline. “Montessori: The science behind the genius.” New York: Oxford University Press 2007.
Lillard, Angeline and Nicole M. Else-Quest. “Evaluating Montessori Education.” Science, 313 (5795), 2006: 1893-1894. DOI: https://doi.org/10.1126/science.1132362
Lillard, Paula P. “Montessori today: a comprehensive approach to education from birth to adulthood.” New York: Schocken Books, 1996.
Lillard, Paula P. “Montessori: A Modern Approach.” (Trans. O. Gündüz). Istanbul, Kaknüs Press, 2013.
Lyman, Lawrence and Harvey Foyle C. “Cooperative learning strategies and children.” ERIC DIGEST: 3ED 306003, 1988: 1-6.
Macià-Gual, Aida and Laura Domingo-Peñafiel. “ Demands in early childhood education: Montessori pedagogy, prepared environment, and teacher training.” International Journal of Research in Education and Science, 7 (1), 2020: 144-162. DOI: 10.46328/ijres.1272 DOI: https://doi.org/10.46328/ijres.1272
Manigo, Catrino and Rinika Allison. “Does pre-school education matter? Understanding the lived experiences of parents and their perceptions of preschool education.” Teacher Educators' Journal, 10, 2017: 5-42.
Monnet, Jessica. “The effect of preschool participation on intellectual and behavioral disorder diagnoses: Evidence from surveys on children’s health.” Economics of Education Review, 68 (1), 2019: 136-147. DOI: https://doi.org/10.1016/j.econedurev.2018.12.003
Morabito, Christian, et.al. “Effects of high versus low-quality preschool education: A longitudinal study in Mauritius.” Economics of Education Review, 65 (C), 2018: 126–137. DOI: https://doi.org/10.1016/j.econedurev.2018.06.006
Murtazaevich, Makhmudov K. “Development of mathematical abilities in preschool children by the method of design activity.” European Journal of Research and Reflection in Educational Sciences. 8 (1), 2020: 95-100.
Nachar, Nadim. “The Mann Whitney U: A test for assessing whether two independent samples come from the same distribution.” Tutorials in Quantitative Methods for Psychology, 4 (1), 2008: 13-20. DOI: https://doi.org/10.20982/tqmp.04.1.p013
National Council of Teachers of Mathematics [NCTM], (2000). Principles and standards for school mathematic. Reston, VA: The National Council of Teachers of Mathematics Inc.
Nisa, Titin F., et.al. “Montessori learning: understanding the concept of early childhood mathematics.” Journal of Physics. 1211, 2019. DOI: https://doi.org/10.1088/1742-6596/1211/1/012094
Oseda-Gago, Dulio, et.al. “Cooperative learning and notions of geometry in 5-year-old children in educational preschool institutions.” Turkish Journal of Computer and Mathematics Education, 12 (14), 2021: 3617- 3630.
Rambe, Nurhamimah, “The effect of the Jigsaw Cooperative Learning Model and the student’s initial mathematical abilities and its effect on the mathematical representation ability and learning motivation of students in the PAB 10 Sampali Private Elementary School.” Budapest International Research and Critics in Linguistics and Education Journal. 3 (3), 2020: 1591-1599. DOI: https://doi.org/10.33258/birle.v3i3.1249
Rathunde, Kevin and Mihaly Csikszentmihalyi, “The social context of middle school: Teachers, friends and activites in Montessori and traditional school environments.” The Elementary School Journal, 106(1), 2005: 59-79. DOI:10.1086/496907 DOI: https://doi.org/10.1086/496907
Rauscher, Frances, et.al. “Music training causes long-term enhancement of preschool children’s spatial–temporal reasoning.” Neurological Research, 19 (1), 1997: 2-8. DOI: 10.1080/01616412.1997.11740765 DOI: https://doi.org/10.1080/01616412.1997.11740765
Reynolds, Arthur J. “Research on Early Childhood Interventions in the Confirmatory Mode.” Children and Youth Services Review, 26 (1), 004: 15-38. DOI: https://doi.org/10.1016/j.childyouth.2003.11.001
Sarnecka, Barbara W. and Susan A. Gelman. “Six does not just mean a lot: Pre-schoolers see number words as specific.” Cognition, 92 (3), 2004: 329-352. DOI: https://doi.org/10.1016/j.cognition.2003.10.001
Schwank, I. & Schwank, E. (2015). Mathematical concepts during early childhood across cultures, development of. In J.D. Wright (Eds.), International Encyclopaedia of the Social & Behavioral Sciences (pp.772-784). University of Central Florida, Orlando, USA. DOI: https://doi.org/10.1016/B978-0-08-097086-8.23068-7
Siew, Nyet M. et.al. “The effects of problem-based learning with cooperative learning on pre-schoolers scientific creativity.” Journal of Baltic Science Education. 16 (1), 2017: 100-112. DOI: https://doi.org/10.33225/jbse/17.16.100
Shatri, Zamira G. et.al. “Didactic tools in the realization of activities in preschool education.” Eurasian Conference on Language & Social Science. N. Tüfekçi, A. Korkut & H. Karacan (Eds.), Gjakova, Kosovo. 388-396, 2021
Slot, Paulie L. et.al. “Infants' and toddlers' language, math and socio-emotional development: evidence for reciprocal relations and differential gender and age effects.” Frontiers in Psychology, 11, 2020: 1-12. DOI:10.3389/fpsyg.2020.580297 DOI: https://doi.org/10.3389/fpsyg.2020.580297
Sumpter, Lovisa and Maria Hedefalk. “Preschool children's collective mathematical reasoning during free outdoor play.” The Journal of Mathematical Behavior, 39, 2015: 1-10. DOI:10.1016/j.jmathb.2015.03.006 DOI: https://doi.org/10.1016/j.jmathb.2015.03.006
Tovazzi, Alice and Barbara Caprara. “Montessori approach, math education and gender differences: how can teachers manage pupils’ math anxiety?” European Journal of Research on Education and Teaching. 17(1), 2019: 193-199.
Yang, Xueping and Xiaojie Li. “Analysis of intelligent computer-aided preschool education effect evaluation system.” Computer-Aided Design & Applications, 18(S4), 2021: 25-36. DOI: https://doi.org/10.14733/cadaps.2021.S4.25-36
West, Philip. “Simple random sampling of individual items in the absence of a sampling frame that lists the individuals.” New Zealand Journal of Forestry Science, 46 (1), 2016: 1-7. DOI: https://doi.org/10.1186/s40490-016-0071-1
Whitebread, David and Peny Coltman. “Teaching and Learning in the Early Years.” New York: Routledge, 2015. DOI: https://doi.org/10.4324/9781315858234
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Kardelen Ön Hallumoğlu, Hanife Gülhan Orhan Karsak, Ayşe Fulya Maner
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
