Children';s Geometric Understanding through Digital Activities: The Case of Basic Geometric Shapes

Özçakır, Bilal; Konca, Ahmet Sami; Arıkan, Nihat

doi:10.29329/ijpe.2019.193.8

Cited by 10 publications

(8 citation statements)

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“…These results align with studies that have been conducted in preschools associated with Reggio Emilia (Häikiö, 2007;Vecchi, 2010;Vecchi and Giudici, 2004). That learning whilst using digital applications and games contributes to mathematical and literacy competence has been confirmed by previous research on the use of digital technology in preschools (Flewitt et al, 2015;Jung and Conderman, 2015;Özçakir et al, 2019;Petersen, 2018;Schacter et al, 2016). However, a significant difference in this study is that the games or other applications that are usually pre-programmed in the technology are not in use.…”

Section: Concluding Remarks: Moving Through Light Literacy Mathematic...supporting

confidence: 69%

“…The children combine and explore the mathematical activities using gestures and words (e.g. Özçakir et al, 2019). In this way, the mathematical activities are articulated and communicated in various modes (Bishop, 1991; Jewitt, 2011; Kress, 2003, 2010).…”

Section: Results and Analysismentioning

confidence: 99%

“…The use of tablets can reveal and develop writing competence that is not apparent in more conventional writing activities (Flewitt et al, 2015). Using different applications and software with a focus on learning in mathematics can stimulate preschool children to share experiences and facilitate the collective learning of mathematical concepts in the areas of geometry, quantity and counting (Jung and Conderman, 2015; Özçakir et al, 2019). In this way, mathematics and literacy development go hand in hand in the preschool’s educational practices when using digital software.…”

Section: Mapping the Fieldmentioning

confidence: 99%

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Digital technology and the subjects of literacy and mathematics in the preschool atelier

Magnusson

2021

Contemporary Issues in Early Childhood

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In this article, the focus is on the entangled relations between digital technology, art activities, mathematics, literacy and children in Swedish preschool ateliers. As part of an ethnographic study, the researcher follows how children use digital technologies and non-digital materials (such as shells, pens, paper, wood, bubble wrap and light) to create and make the visual and aesthetic aspects of the technology seen. In the analysis of the children’s play-based and art-oriented activities in the atelier, the subjects of literacy and mathematics become visible. The analytical approach includes the use of sociocultural theory and multimodal theory, and looking at mathematics in accordance with the six organising principles described by Alan Bishop. The results show that the children’s activities with digital technology and non-digital artefacts appear to activate, expand and transform their understanding and use of literacy and mathematics.

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Section: Concluding Remarks: Moving Through Light Literacy Mathematic...supporting

confidence: 69%

Section: Results and Analysismentioning

confidence: 99%

Section: Mapping the Fieldmentioning

confidence: 99%

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Digital technology and the subjects of literacy and mathematics in the preschool atelier

Magnusson

2021

Contemporary Issues in Early Childhood

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“…Terdapat berbagai macam bentuk geometri yang dapat ditemui di lingkungan sekitar. Philip (Ozcakir, Konca, & Arikan, 2019) menjelaskan bentuk geometri yang dapat dikenalkan anak melalui bentuk yang sering dijumpai di lingkungan sekitar. Terkait hal tersebut memperkenalkan matematika pada tahap prasekolah bermanfaat bagi anak menuju tahap sekolah selanjutnya.…”

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“…Terkait hal tersebut memperkenalkan matematika pada tahap prasekolah bermanfaat bagi anak menuju tahap sekolah selanjutnya. Ozcakir, Konca, & Arikan(2019) menyelidiki secara rinci bentuk geometri yang mudah dikenalkan pada anak dalam pembelajaran anak yaitu segitiga, lingkaran, persegi dan persegi panjang.…”

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Profil Kemampuan Mengenal Bentuk Geometri Anak Usia 5-6 Tahun

Farida,

Rasmani,

Hafidah

2024

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<p>Kemampuan mengenal bentuk geometri anak usia dini merupakan penalaran matematis, yang terdiri dari pembentukan struktur hierarki konsep yang lebih tinggi untuk mengenali, menunjukkan, menyebutkan, dan mengumpulkan benda dengan menggunakan bentuk geometri. Penelitian ini bertujuan untuk mengetahui profil kemampuan mengenal bentuk geometri anak usia 5-6 tahun di TK Se-Kecamatan Banyudono Kabupaten Boyolali. Peneitian ini menggunakan metode deskriptif kuantitatif dengan jenis penelitian survei. Teknik pengambilan sample menggunakan random sampling. Teknik pengumpulan data menggunakan angket observasi penilaian dan wawancara diajukan untuk guru guna mengetahui kemampuan mengenal bentuk geometri. Teknik uji validitas instrumen menggunakan validitas konstruk dilakukan oleh Expert Judgment. Subjek penelitian meliputi anak usia 5-6 tahun sejumlah 226 anak di TK Se-Kecamatan Banyudono, Boyolali tahun ajaran 2019/2020. Hasil penelitian survei ini menampilkan bahwa kemampuan mengenal bentuk geometri berada dalam kategori baik. Sebanyak 7,08% (16 anak) kategori mulai berkembang, 50% (113 anak) kategori berkembang sesuai harapan, 42,92% (97 anak) kategori berkembang sangat baik. Uraian tersebut membuktikan hasil perkembangan kemampuan mengenal bentuk geometri di TK Kecamatan Banyudono menunjukkan hasil capaian yang ideal untuk anak usia 5 sampai 6 tahun.Hasil inilah yang diharapkan menjadi informasi penting bagi guru dan peneliti selanjutnya guna memberikan inovasi pembelajaran serta memasukkan lebih banyak topik indikator berbeda untuk mengetahui perkembangan anak.</p>

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Technology and geometry: Fostering young children's geometrical concepts through a research-based robotic coding program

Aslan,

Dağaynası,

Ceylan

2024

Educ Inf Technol

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Geometric concepts are fundamental to early geometry education, and developmentally appropriate practices are crucial for teaching them to young children. Robotic coding is an effective tool in many areas of early mathematics and has significant potential in teaching geometric concepts. This study aimed to test the impact of a research-based robotic coding program on young children's understanding of geometric concepts. A quasi-experimental design was used with two intervention groups. The study involved 52 5-year-old children from a public kindergarten. The intervention-1 group (n = 18) received a research-based robotic coding program, while the intervention-2 group (n = 16) received a research-based no-coding program. The non-intervention group (n = 18) attended their regular program. Data on participants' understanding of geometrical concepts was collected through individual interviews using a geometric shapes classification test. Hierarchical linear modeling (HLM) was utilized to assess the effectiveness of two interventions. The results showed that both interventions had a significant effect with the robotic program being more effective. Additionally, follow-up tests indicated that both interventions had a lasting effect on the children's understanding of geometrical concepts. The study highlighted the potential of incorporating robotic coding and relevant research in fostering young children's geometrical development.

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Children';s Geometric Understanding through Digital Activities: The Case of Basic Geometric Shapes

Cited by 10 publications

References 0 publications

Digital technology and the subjects of literacy and mathematics in the preschool atelier

Digital technology and the subjects of literacy and mathematics in the preschool atelier

Profil Kemampuan Mengenal Bentuk Geometri Anak Usia 5-6 Tahun

Technology and geometry: Fostering young children's geometrical concepts through a research-based robotic coding program

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