Understanding Kindergarten Teachers Perspectives of Teaching Basic Geometric Shapes: a Phenomenographic Research


İNAN H. Z. , DOGAN TEMUR Ö.

ZDM-MATHEMATICS EDUCATION, vol.42, no.5, pp.457-468, 2010 (ESCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 42 Issue: 5
  • Publication Date: 2010
  • Doi Number: 10.1007/s11858-010-0241-1
  • Journal Name: ZDM-MATHEMATICS EDUCATION
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus
  • Page Numbers: pp.457-468
  • Bursa Uludag University Affiliated: No

Abstract

Geometry is one of the disciplines children involve within early years of their lives. However, there is not much information about geometry education in Turkish kindergarten classes. The current study aims to examine teachers' perspectives on teaching geometry in kindergarten classes. The researchers inquired about teachers' inclass experiences in geometry and asked a series of questions such as ''what are the benchmarks in your kindergarten class?''; ''what kind of tools and materials you use to teach geometry in your class?''; ''what shape do you teach first in your kindergarten class?''; ''what do you expect to hear when you asked your students 'what is square'?''; ''how do you teach rectangular?''. The study utilized one of the qualitative research methods, namely phenomenography, to collect the data and analyze the data. The study involved with eight kindergarten teachers who work in different schools in central Kutahya, Turkey. The researchers collected data by conducting face-to-face halfstructured interviews. The findings of this phenomenographic research showed that kindergarten teachers have some difficulties in teaching geometry and have lack of knowledge and skills in teaching geometry in kindergarten classes.