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Okul Öncesi Örüntü Becerileri Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Year 2019, Volume: 13 Issue: 2, 545 - 563, 31.12.2019

Yıldız Güven Esin Dibek Dilan Bayındır Mesut Saçkes

https://doi.org/10.17522/balikesirnef.588966

Abstract

Örüntü bilgisi matematiğin düzenini anlamakta
yardımcı olur. Örüntülerin erken matematik öğreniminde kullanımı, matematiksel
düşünce ve ilişkilerin soyutlanması ve genellenmesine yardımcıdır.  Örüntüler hakkında becerilerin ölçülebilmesi
bu alanda yapılacak geliştirme çalışmaları için bir ön koşuldur ancak bu
becerileri değerlendiren ölçme araçlarının sayısı çok sınırlıdır. Bu nedenle bu
araştırmada okul öncesi dönem çocuklarının örüntü becerilerini değerlendirmeyi
amaçlayan bir testin geliştirilmesi ve bu testten elde edilen puanların
geçerlilik ve güvenirliğinin test edilmesi hedeflenmiştir. Yapılan analizler
sonucunda 26 maddelik uzun ve 17 maddelik kısa olmak üzere 2 farklı form
geliştirilmiş ve bu formların okul öncesi dönem çocukların örüntü becerilerini
değerlendirmede geçerli ve güvenilir puanlar ürettikleri ortaya konmuştur.

Keywords

örüntü matematik okul öncesi dönem

References

  • Akman, B. (Ed.). (2010). Okul öncesi matematik eğitimi. Ankara: Pegem
  • Akman, B. (2002). Okul Öncesi Dönemde Matematik, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248.
  • Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model. NJ: L.
  • Boone, W.J. (2016). Rasch analysis for instrument development: Why, When and How?, CBE Life Sciences Education, 15(4): rm4. doi: 10.1187/cbe.16-04-0148
  • Brinthaupt, T.M., & Kang, M. (2014). Many-faceted rasch calibration: An example using the self-talk scale. Assessment, 21(2) 241-249. http://dx.doi.org/10.1177/1073191112446653
  • Burgoyne, K., Witteveen, K., Tolan, A., Malone, S., & Hulme, C. (2017). Pattern Understanding: Relationships With Arithmetic and Reading Development. Child Development Perspectives, 1-6.
  • Burton, G. (1982). Patterning: Powerful play. School Science and Mathematics, 82(1), 39-44.Charlesworth, R. & Lind, K. K. (2010). Math and science for young children. (6th ed). Belmont, CA: Wadsworth, Cengage Learning.
  • Clarke, B., Clarke, D., & Cheeseman, J. (2006). The mathematical knowledge and understanding young children bring to school. Mathematics Education Research Journal, 18, 78–102.
  • Clements, D. H., Sarama, J. H., & Liu, X. H. (2008). Development of a measure of early mathematics achievement using the Rasch model: The research-based early maths assessment. Educational Psychology, 28, 457–482. doi:10.1080=01443410701777272.
  • Clements, D. H., & Sarama, J. (2004). Building Blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 181–189.
  • Economopoulos, K. (1998). What comes next? The mathematics of pattern in kindergarten. Teaching Children Mathematics, 5, 230–233.
  • English, L. D. (2004). Promoting the development of young children’s mathematical and analogical reasoning. In L. D. English (Ed.), Mathematical and analogical reasoning of young learners (pp. 201– 213). Mahwah, NJ: Erlbaum.
  • Fyfe, E.R., Evans, J.L., Eisenband Matz, L., Hunt, K.M. & Alibali, M.W. (2017). Relations between patterning skill and differing aspects of early mathematics knowledge. Cognitive Development, 44,1-11.
  • Gadzichowski, K.M., Peterson, M. S., Pasnak, R., Bock, A. M., Fetterer-Robinson, S. O. J. M., & Schmerold, K. L. (2018). A Place for Patterning in Cognitive Development. Psychology, 9, 2073-2082.
  • Ginsburg, H.P., Cannon, J., Eisenband, J. & Pappas, S. (2008). Mathematical Thinking and Learning, İçinde Blackwell Handbook of Early Childhood Development (Edi, K. McCartney ve D. Phillips) s. 208-229, Blackwell Yayınevi: Singapur.
  • Ginsburg, H.P., Inoue, N., & Seo, K.H. (1999). Young children doing mathematics: Observation of every day activities. İçinde J. Copley (Ed.), Mathematics in the early years.(s.88-99). Reston, V.A.:National Council of Teachers of Mathematics.
  • Ginsburg, H. P., Lin, C., Ness, D. & Seo, K. H. (2003). Young American and Chinese Children's Everyday Mathematical Activity, Mathematical Thinking and Learning, 5:4, 235-258, DOI: 10.1207/S15327833MTL0504_01
  • Greeno, J. & Simon, H. (1974). Processes for sequence production. Psychological Review, 81(3), 187-198.
  • Güven, Y. & Oktay, A. (1999). Erken Matematik Testi 2'nin (Test of Early Mathematics Ability- 2) Türkiye Uyarlaması: Geçerlik, Güvenirlik ve Norm Çalışması M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 11, 163-182.
  • Hacıibrahimoğlu, Y..B. (2015). Örüntü ve fonksiyon. İçinde B.Akman (Ed.). Okul Öncesi matematik eğitimi (s.121-122). Ankara: Pegem Akademi
  • Heddens, J. W. & Speer,W. R. (2006). Today’s Mathematics: Concepts, Classroom Methods, and Instructional Activities (109-110).NJ: John Wiley & Sons., Inc.
  • Kidd, J. K., Pasnak, R., Gadzichowski, K. M., Gallington, D. A., McKnight, P., Boyer, C. E. & Carlson, A. (2014). Early Education and Development, 25: 134–151, DOI: 10.1080/10409289.2013.794448
  • Kidd, J. K., Carlson, A.G., Gadzichowski, K. M., Boyer, C. E., Gallington, D. A. & Pasnak, R. (2013) Effects of Patterning Instruction on the Academic Achievement of 1st-Grade Children, Journal of Research in Childhood Education, 27:2, 224-238, DOI: 10.1080/02568543.2013.766664
  • Linacre, J. M. (2002). What do infit and outfit, mean-square and standardized mean. Rasch Measurement Transactions, 16(2), 878.
  • Linacre, J. M. (2006). A user’s guide to WINSTEPS MINISTEP Rasch-model computer programs. Chicago IL: Winsteps. com.
  • McCamey, R. (2014). A primer on the one-parameter Rasch model. American Journal of Economics and Business Administration, 6(4), 159-163. http://dx.doi.org/10.3844/ajebasp.2014.159.163
  • Mason,J., Graham, A., & Johnston-Wilder, S. (2005). Developing Thinking in Algebra. The Open University in Association with Paul Chapman Publishing.
  • Milliken, A., Ludlow, L., DeSanto-Madeya, S., & Grace, P. (2018). The development and psychometric validation of the ethical awareness scale. Research Methodology: Instrument Development. Advance online publication. https://doi.org/10.1111/jan.13688
  • Mulligan, J., & Mitchelmore, M. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal, 21, 33–49. doi:10.1007=BF03217544.
  • Mulligan, J. T., & Mitchelmore, M. C. (2013). Early awareness of mathematical pattern and structure. İçinde Reconceptualizing early mathematics learning (ss. 29-45).Springer Netherlands.
  • NCTM (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • NAEYC (National Council of Teachers of Mathematics) (2002). Early childhood mathematics: Promoting good beginnings. Washington, DC: National Association for the Education of Young Children. Retrieved from. http://www.naeyc.org/ files/naeyc/file/positions/psmath.pdf.
  • Papic, M. (2007). Promoting repeating patterns with young children—More than just alternating colors. Australian Primary Mathematics Classroom, 12, 8–13.
  • Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42, 237–268.
  • Papic, M., & Mulligan, J. T. (2007). The growth of early mathematical patterning: An intervention study. İçinde J. Watson & K. Beswick (Ed.), Proceedings of the 30th annual conference of the Mathematics Edu-cation Research Group of Australasia. Mathematics: Essential research, essential practice (Vol. 2, ss. 591–600). Adelaide, Australia: MERGA.
  • Pasnak, R., Kidd, J. K., Gadzichowski, K. M., Gallington, D. A., Schmerold, K. L., & West, H. M. (2015). Abstracting Sequences: Reasoning That Is a Key to Academic Achievement. Journal of Genetic Psychology, 176, 171-193.
  • Rittle,- Johnson, B., Zippert, E.L., & Boice, K.L. (2019). The roles of patterning and spatial skills in early mathematics development. Early Childhood Research Quarterly,46, 166-178.https://02107fi9w-y-https-doi-org.proxy2.marmara elibrary.com/10.1016/j.ecresq.2018.03.006
  • Rittle-Johnson, B., Fyfe, E.R., McLean, L. E. & McEldoon, K. L. (2013). Emerging Understanding of Patterning in 4-Year-Olds, Journal of Cognition and Development, 14:3, 376-396, DOI: 10.1080/15248372.2012.689897
  • Sarama, J. & Clements, D.H.(2008). Mathematics in early childhood. içinde O.N.Saracho ve B.Spodek (Eds). Contemporary Perspectives on Mathematics in Early Childhood Education. Charlotte, NC: Information Age Publishing,Inc.
  • Smith, S. S. (2001). Early Childhood Mathematics. 2nd edition. Boston: Pearson
  • Son, J. Y., Smith, L. B., & Goldstone, R. L. (2011). Connecting instances to promote children’s relational reasoning. Journal of Experimental Child Psychology, 108, 260–277. doi:10.1016=J.Jecp.2010.08.011
  • Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 99–120. doi:10.1016=j.ecresq.2004.01.002
  • Steen, L. A. (1988). The science of patterns. Science, 240, 611–616.
  • Souviney, R. J. (1994). Learning to teach mathematics. 2nd ed-New York: Merrill.
  • Vitz, P. & Todd, T. (1967). A model of learning for simple repeating binary pattern. Journal of Experimental Psychology, 75(1), 108-117.
  • Warren, E., & Cooper, T. (2006). Using repeating patterns to explore functional thinking. Australian Primary Mathematics Classroom, 11, 9–14.
  • Warren, E., & Cooper, T. (2007). Repeating patterns and multiplicative thinking: Analysis of classroom interactions with 9-year-old students that support the transition from the known to the novel. Journal of Classroom Interaction, 41, 7–17.
  • Waters, J. (2004). Mathematical patterning in early childhood settings.The 27 th Annual Conference of the mathematics education of research group of Australasia 2, 321-328. Townsville: Australia
  • Wright, B. D., & Stone, M. H. (1979). Best test design. Chicago, IL Mesa Press.

Development of Preschoolers’ Mathematical Patterning Skills Test: Validity and Reliability Study

Year 2019, Volume: 13 Issue: 2, 545 - 563, 31.12.2019

Yıldız Güven Esin Dibek Dilan Bayındır Mesut Saçkes

https://doi.org/10.17522/balikesirnef.588966

Abstract

Patterning knowledge and
skills help to understand the order of mathematics. The use of patterns in
early mathematics learning helps children to abstract and generalize
mathematical thinking and relationships. Measuring the skills of children on
patterning is a prerequisite for further development in this area, but the
number of measurement tools assessing these skills is very limited. Therefore,
the aim of this study was to develop a test for assessment of the patterning
skills of preschool children and to examine its validity and reliability. As a
result of the analysis, two different tests, the 26-item long form and 17-item
short form, were developed. The results of the current study indicated that
these forms produce valid and reliable scores for the assessment of preschoolers’
patterning skills.

Keywords

patterning skills mathematics preschool rasch analysis

References

  • Akman, B. (Ed.). (2010). Okul öncesi matematik eğitimi. Ankara: Pegem
  • Akman, B. (2002). Okul Öncesi Dönemde Matematik, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 244-248.
  • Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model. NJ: L.
  • Boone, W.J. (2016). Rasch analysis for instrument development: Why, When and How?, CBE Life Sciences Education, 15(4): rm4. doi: 10.1187/cbe.16-04-0148
  • Brinthaupt, T.M., & Kang, M. (2014). Many-faceted rasch calibration: An example using the self-talk scale. Assessment, 21(2) 241-249. http://dx.doi.org/10.1177/1073191112446653
  • Burgoyne, K., Witteveen, K., Tolan, A., Malone, S., & Hulme, C. (2017). Pattern Understanding: Relationships With Arithmetic and Reading Development. Child Development Perspectives, 1-6.
  • Burton, G. (1982). Patterning: Powerful play. School Science and Mathematics, 82(1), 39-44.Charlesworth, R. & Lind, K. K. (2010). Math and science for young children. (6th ed). Belmont, CA: Wadsworth, Cengage Learning.
  • Clarke, B., Clarke, D., & Cheeseman, J. (2006). The mathematical knowledge and understanding young children bring to school. Mathematics Education Research Journal, 18, 78–102.
  • Clements, D. H., Sarama, J. H., & Liu, X. H. (2008). Development of a measure of early mathematics achievement using the Rasch model: The research-based early maths assessment. Educational Psychology, 28, 457–482. doi:10.1080=01443410701777272.
  • Clements, D. H., & Sarama, J. (2004). Building Blocks for early childhood mathematics. Early Childhood Research Quarterly, 19, 181–189.
  • Economopoulos, K. (1998). What comes next? The mathematics of pattern in kindergarten. Teaching Children Mathematics, 5, 230–233.
  • English, L. D. (2004). Promoting the development of young children’s mathematical and analogical reasoning. In L. D. English (Ed.), Mathematical and analogical reasoning of young learners (pp. 201– 213). Mahwah, NJ: Erlbaum.
  • Fyfe, E.R., Evans, J.L., Eisenband Matz, L., Hunt, K.M. & Alibali, M.W. (2017). Relations between patterning skill and differing aspects of early mathematics knowledge. Cognitive Development, 44,1-11.
  • Gadzichowski, K.M., Peterson, M. S., Pasnak, R., Bock, A. M., Fetterer-Robinson, S. O. J. M., & Schmerold, K. L. (2018). A Place for Patterning in Cognitive Development. Psychology, 9, 2073-2082.
  • Ginsburg, H.P., Cannon, J., Eisenband, J. & Pappas, S. (2008). Mathematical Thinking and Learning, İçinde Blackwell Handbook of Early Childhood Development (Edi, K. McCartney ve D. Phillips) s. 208-229, Blackwell Yayınevi: Singapur.
  • Ginsburg, H.P., Inoue, N., & Seo, K.H. (1999). Young children doing mathematics: Observation of every day activities. İçinde J. Copley (Ed.), Mathematics in the early years.(s.88-99). Reston, V.A.:National Council of Teachers of Mathematics.
  • Ginsburg, H. P., Lin, C., Ness, D. & Seo, K. H. (2003). Young American and Chinese Children's Everyday Mathematical Activity, Mathematical Thinking and Learning, 5:4, 235-258, DOI: 10.1207/S15327833MTL0504_01
  • Greeno, J. & Simon, H. (1974). Processes for sequence production. Psychological Review, 81(3), 187-198.
  • Güven, Y. & Oktay, A. (1999). Erken Matematik Testi 2'nin (Test of Early Mathematics Ability- 2) Türkiye Uyarlaması: Geçerlik, Güvenirlik ve Norm Çalışması M. Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 11, 163-182.
  • Hacıibrahimoğlu, Y..B. (2015). Örüntü ve fonksiyon. İçinde B.Akman (Ed.). Okul Öncesi matematik eğitimi (s.121-122). Ankara: Pegem Akademi
  • Heddens, J. W. & Speer,W. R. (2006). Today’s Mathematics: Concepts, Classroom Methods, and Instructional Activities (109-110).NJ: John Wiley & Sons., Inc.
  • Kidd, J. K., Pasnak, R., Gadzichowski, K. M., Gallington, D. A., McKnight, P., Boyer, C. E. & Carlson, A. (2014). Early Education and Development, 25: 134–151, DOI: 10.1080/10409289.2013.794448
  • Kidd, J. K., Carlson, A.G., Gadzichowski, K. M., Boyer, C. E., Gallington, D. A. & Pasnak, R. (2013) Effects of Patterning Instruction on the Academic Achievement of 1st-Grade Children, Journal of Research in Childhood Education, 27:2, 224-238, DOI: 10.1080/02568543.2013.766664
  • Linacre, J. M. (2002). What do infit and outfit, mean-square and standardized mean. Rasch Measurement Transactions, 16(2), 878.
  • Linacre, J. M. (2006). A user’s guide to WINSTEPS MINISTEP Rasch-model computer programs. Chicago IL: Winsteps. com.
  • McCamey, R. (2014). A primer on the one-parameter Rasch model. American Journal of Economics and Business Administration, 6(4), 159-163. http://dx.doi.org/10.3844/ajebasp.2014.159.163
  • Mason,J., Graham, A., & Johnston-Wilder, S. (2005). Developing Thinking in Algebra. The Open University in Association with Paul Chapman Publishing.
  • Milliken, A., Ludlow, L., DeSanto-Madeya, S., & Grace, P. (2018). The development and psychometric validation of the ethical awareness scale. Research Methodology: Instrument Development. Advance online publication. https://doi.org/10.1111/jan.13688
  • Mulligan, J., & Mitchelmore, M. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal, 21, 33–49. doi:10.1007=BF03217544.
  • Mulligan, J. T., & Mitchelmore, M. C. (2013). Early awareness of mathematical pattern and structure. İçinde Reconceptualizing early mathematics learning (ss. 29-45).Springer Netherlands.
  • NCTM (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • NAEYC (National Council of Teachers of Mathematics) (2002). Early childhood mathematics: Promoting good beginnings. Washington, DC: National Association for the Education of Young Children. Retrieved from. http://www.naeyc.org/ files/naeyc/file/positions/psmath.pdf.
  • Papic, M. (2007). Promoting repeating patterns with young children—More than just alternating colors. Australian Primary Mathematics Classroom, 12, 8–13.
  • Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers’ mathematical patterning. Journal for Research in Mathematics Education, 42, 237–268.
  • Papic, M., & Mulligan, J. T. (2007). The growth of early mathematical patterning: An intervention study. İçinde J. Watson & K. Beswick (Ed.), Proceedings of the 30th annual conference of the Mathematics Edu-cation Research Group of Australasia. Mathematics: Essential research, essential practice (Vol. 2, ss. 591–600). Adelaide, Australia: MERGA.
  • Pasnak, R., Kidd, J. K., Gadzichowski, K. M., Gallington, D. A., Schmerold, K. L., & West, H. M. (2015). Abstracting Sequences: Reasoning That Is a Key to Academic Achievement. Journal of Genetic Psychology, 176, 171-193.
  • Rittle,- Johnson, B., Zippert, E.L., & Boice, K.L. (2019). The roles of patterning and spatial skills in early mathematics development. Early Childhood Research Quarterly,46, 166-178.https://02107fi9w-y-https-doi-org.proxy2.marmara elibrary.com/10.1016/j.ecresq.2018.03.006
  • Rittle-Johnson, B., Fyfe, E.R., McLean, L. E. & McEldoon, K. L. (2013). Emerging Understanding of Patterning in 4-Year-Olds, Journal of Cognition and Development, 14:3, 376-396, DOI: 10.1080/15248372.2012.689897
  • Sarama, J. & Clements, D.H.(2008). Mathematics in early childhood. içinde O.N.Saracho ve B.Spodek (Eds). Contemporary Perspectives on Mathematics in Early Childhood Education. Charlotte, NC: Information Age Publishing,Inc.
  • Smith, S. S. (2001). Early Childhood Mathematics. 2nd edition. Boston: Pearson
  • Son, J. Y., Smith, L. B., & Goldstone, R. L. (2011). Connecting instances to promote children’s relational reasoning. Journal of Experimental Child Psychology, 108, 260–277. doi:10.1016=J.Jecp.2010.08.011
  • Starkey, P., Klein, A., & Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19, 99–120. doi:10.1016=j.ecresq.2004.01.002
  • Steen, L. A. (1988). The science of patterns. Science, 240, 611–616.
  • Souviney, R. J. (1994). Learning to teach mathematics. 2nd ed-New York: Merrill.
  • Vitz, P. & Todd, T. (1967). A model of learning for simple repeating binary pattern. Journal of Experimental Psychology, 75(1), 108-117.
  • Warren, E., & Cooper, T. (2006). Using repeating patterns to explore functional thinking. Australian Primary Mathematics Classroom, 11, 9–14.
  • Warren, E., & Cooper, T. (2007). Repeating patterns and multiplicative thinking: Analysis of classroom interactions with 9-year-old students that support the transition from the known to the novel. Journal of Classroom Interaction, 41, 7–17.
  • Waters, J. (2004). Mathematical patterning in early childhood settings.The 27 th Annual Conference of the mathematics education of research group of Australasia 2, 321-328. Townsville: Australia
  • Wright, B. D., & Stone, M. H. (1979). Best test design. Chicago, IL Mesa Press.
There are 49 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Yıldız Güven 0000-0002-5120-7381

Esin Dibek This is me 0000-0002-8716-9786

Dilan Bayındır 0000-0002-6081-3690

Mesut Saçkes 0000-0003-3673-1668

Publication Date December 31, 2019
Submission Date July 8, 2019
Published in Issue Year 2019 Volume: 13 Issue: 2

Cite

APA Güven, Y., Dibek, E., Bayındır, D., Saçkes, M. (2019). Okul Öncesi Örüntü Becerileri Testinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 13(2), 545-563. https://doi.org/10.17522/balikesirnef.588966
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