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    Inquiry-based mathematics activities to improve children's geometric and spatial thinking skills
    (Mehmet Tekerek, 2022) Korkmaz, Halil Ibrahim; Yilmaz, Arif
    This study aimed to investigate the impact of inquiry-based indoor and outdoor mathematics activities on pre-school children's geometric and spatial thinking skills. Thirty-two children between 48 and 66 months old participated in the study. The study employed as a quasi-experimental research model and employed Non-equivalent Control Group Design. The design included one control group and two experimental groups. The control group continued regular curriculum activities while Experimental Group 1 was exposed to inquiry-based mathematics activities in the classroom, and Experimental Group 2 engaged in the same activities but outdoors, along with the regular curriculum activities. The Geometric and Spatial Thinking Skills Test was used as a data collection tool. According to the results of the study, inquiry-based mathematics activities contribute to preschoolers' geometric and spatial thinking skills. The impact of inquiry-based mathematics activities on experimental groups were similar to each other. Some recommendations for further studies and implementations were made following the results of this study.
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    Preservice Preschool Teachers' Pedagogical Content Knowledge on Geometric Shapes in Terms of Children's Mistakes
    (Routledge Journals, Taylor & Francis Ltd, 2020) Korkmaz, Halil Ibrahim; Sahin, Omer
    In this study, preservice preschool teachers' pedagogical content knowledge about geometric shapes was examined in the context of children's mistakes. A total of 84 preservice teachers, who were studying in preschool teacher education program at a state university in Turkey, participated in this study. of the preservice teachers, 34 were sophomore (second-year) and 50 were junior (third-year) undergraduate students. the illustrative case study method, a qualitative research method, was used. Seven different vignettes were developed by researchers and used as data collection tools. Each vignette had a typical geometrical mistake common for preschool-age children. the data obtained from open-ended vignettes were analyzed through the summative content analysis technique. in conclusion, it was observed that the preservice teachers succeeded in partially identifying children's mistakes in many vignettes. However, the preservice teachers failed to propose solutions for eliminating children's mistakes.