Yıl 2018, Cilt 12, Sayı 2, Sayfalar 1 - 30 2018-12-31

A Theoretical Framework to Examining Mathematical Experiences in Early Childhood: Sociomathematical Niche
Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş

Mustafa KALE [1] , İmray NUR [2] , Durmuş ASLAN [3]

47 81

Long before starting preschool education, children’s daily discoveries help them develop certain concepts such as numbers and shapes, and they comprise a basis for a formal mathematics education. Thus, dealing with early experiences in an integrative and systematic way is of crucial significance. This study aims to introduce the theoretical framework of the sociomathematical niche which is used to analyze mathematical experiences on multiple levels. The sociomathematical niche take its roots from the developmental niche and presents a theoretical framework to researchers at studies that aim to specify mathematical experiences in terms of cultural aspects. Providing a thorough analysis opportunity of mathematical experiences at different cultures, the sociomathematical niche can be helpful for researchers in describing children’s mathematical learning experiences and to determine strategies that can be used for mathematics education. Additionally, the sociomathematical niche can guide us to see the differences between advantaged and disadvantaged students in early mathematics education and prepare culturally sensitive mathematics programs. 

Okul öncesi eğitime başlamadan çok önce, çocukların günlük ortamlardaki keşifleri, sayı ve şekil gibi kavramları geliştirmelerine yardımcı olmakta ve daha sonraki formal matematik eğitimi için bir alt yapı oluşturmaktadır. Bu nedenle erken deneyimlerin bütüncül ve sistematik bir şekilde ele alınması önem kazanmaktadır. Bu araştırmada, matematiksel deneyimlerin çok boyutlu olarak incelenmesinde kullanılan sosyomatematiksel niş kuramsal çerçevesinin tanıtılması amaçlanmıştır. Sosyomatematiksel niş, temelini gelişimsel niş kavramından almaktadır ve kültürel bağlamda matematiksel deneyimleri belirlemek amacıyla gerçekleştirilen çalışmalarda araştırmacılara kuramsal bir çerçeve sunmaktadır.  Sosyomatematiksel niş, farklı kültürlerde var olan matematiksel deneyimleri derinlemesine inceleme imkânı sağlayarak eğitimciler ve araştırmacılara çocukların matematiksel öğrenme deneyimlerini betimlemede ve bu betimleme ışığında matematik öğretiminde kullanabilecek stratejileri belirlemede yarar sağlayabilir. Ayrıca, sosyomatematiksel niş, erken matematik öğreniminde dezavantajlı ve avantajlı çocuklar arasındaki farklılıkların öngörülmesinde ve matematik programlarının kültüre duyarlı hale getirilmesinde rehber olabilir. 

  • Anders, Y., Rossbach, H. G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S. et al. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244. DOI: 10.1016/j.ecresq.2011.08.003.
  • Aunola, K., Leskinen, E., Lerkkanen, M. K. ve Nurmi, J. E. (2004). Developmental dynamics of math performance from preschool. Journal of Educational Psychology, 96(4), 699-713.
  • Barton, A. C. (1998). Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research in Science Teaching, 35(4), 379-394.
  • Baumrind, D. (2005). Patterns of parental authority and adolescent autonomy. New Directions for Child and Adolescent Development, 108, 61-69. DOI: 10.1002/cd.128.
  • Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers' math anxiety affects girls' math achievement. Proc. Natl. Acad. Sci. U.S.A. 107, 1860–1863. DOI: 0.1073/pnas.0910967107.
  • Björklund, C. (2008). Toddlers’ opportunities to learn mathematics. International Journal of Early Childhood, 40(1), 81-95.
  • Bonner, E. (2009). Achieving success with African American learners: A framework for culturally responsive mathematics teaching. Childhood Education, 86(1), 2-6. DOI: 10.1080/00094056.2009.10523100.
  • Bouchey, H. A., Shoulberg, E. K., Jodl, K. M., & Eccles, J. S. (2010). Longitudinal links between older sibling features and younger siblings’ academic adjustment during early adolescence. Journal of Educational Psychology, 102, 197-211.
  • Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436. DOI: 10.1016/S0022-4405(02)00107-3.
  • Cankaya, O., LeFevre, J., & Dunbar, K. (2014). The role of number naming systems and numeracy experiences in children’s rote counting: Evidence from Turkish and Canadian children. Learning and Individual Differences, 32, 238-245.
  • Cannon, J., & Ginsburch, H. P. (2008). Doing the Math: Maternal beliefs about early mathematics versus language learning. Early Education and Development, 19(2), 238-260. DOI: 10.1080/10409280801963913.
  • Carr, M. (2001). Assessment in early childhood: Learning stories. London: Paul Chapman.
  • Chatterji, M. (2005). Achievement gaps and correlates of early mathematics achievement: Evidence from the ECLS K–first grade sample. Education Policy Analysis Archives, 13(46), 1-37. DOI: 10.14507/epaa.v13n46.2005.
  • Clements, D. H., Baroody, A. J., & Sarama, J. (2014). Background research on early mathematics: background research for the National Governor’s Association (NGA) center project on early mathematics. Washington, D.C: National Governor’s Association. Retrieved from http://www.nga.org/files/live/sites/NGA/files/pdf/ 2013/1311SEME-Background.pdf.
  • Correa-Cha´vez, M., & Rogoff, B. (2009). Children’s attention to interactions directed to others: Guatemalan Mayan and European American patterns. Developmental Psychology, 45(3), 630-641. DOI: 10.1037/a0014144.
  • Correa-Cha´vez, M., Rogoff, B., & Mejı´a Arauz, R. (2005). Cultural patterns in attending to two events at once. Child Development, 76, 664– 678. DOI: 10.1111/j.1467-8624.2005.00870.x.
  • D’Ambrosio, U. (2001). General remarks on ethnomathematics. Zentralblatt für Didaktik der Mathematik, 33(3), 67-69. DOI: 10.1007/BF02655696.
  • DeFlorio, L., & Beliakoff, A. (2015). Socioeconomic status and preschoolers’ mathematical knowledge: The contribution of home activities and parent beliefs. Early Education and Development, 26(3), 319-341.
  • Dilworth Bart, J. E. (2012). Does executive function mediate SES and home quality associations with academic readiness? Early Childhood Research Quarterly, 27(3), 416-425. DOI: 10.1016/j.ecresq.2012.02.002.
  • Downer Anderson, D., & Gold, E. (2006). Home to school: Numeracy practices and mathematical identities. Mathematical Thinking and Learning, 8(3), 261-286. DOI: 10.1207/s15327833mtl0803_4.
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A., C., Klebanov, P. vd. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.
  • Enyedy, N., & Mukhopadhyay, S. (2007). They don’t show nothing I didn’t know: Emergent tensions between culturally relevant pedagogy and mathematics pedagogy. The Journal of the Learning Sciences, 16(2), 139-174.
  • Goldman, S. (2005). A new angle on families: Connecting the mathematics in daily life with school mathematics. In Z. Bekerman, N. Burbules & D. Silberman-Keller (Eds.), Learning in places: The informal education reader (pp.55-76), Bern, Switzerland: Peter Lang Publishing Group.
  • Gonzalez, A.-L., & Wolters, C. A. (2006). The relation between perceived parenting practices and achievement motivation in mathematics. Journal of Research in Childhood Education, 21, 203-217. DOI: 10.1080/02568540609594589.
  • Goodnow, J. J. (2002). Parents’ knowledge and expectations: Using what we know. In M. H. Bornstein (Ed.), Handbook of parenting: Being and becoming a parent (pp. 439-460.). Mahwah, NJ: LEA.
  • Goodnow, J. J., & Collins, W. A. (1990). Development according to parents: The nature, sources and consequences of parents’ ideas. Hillsdale, NJ: Erlbaum.
  • Gourley-Delaney, P. R. (2014). The sociomathematical niche: Ethnographic case studies of four kindergarten children at home and at school. Unpublished doctoral dissertation, University of California, Davis.
  • Göncü, A., Abel, B., & Boshans, M. (2010). The role of attachment and play in young children’s learning and development. In K. Littleton, C. Wood & J. Small Staarman (Eds.), International handbook of psychology in education (pp. 35-72). London: Emerald Group Publishing.
  • Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
  • Gutstein, E. (2003). Teaching and learning mathematics for social justice in an urban, Latino school. Journal for Research in Mathematics Education, 34(1), 37-73.
  • Gutstein, E., Lipman, P., Hernández, P., & De los Reyes, R. (1997). Culturally relevant mathematics teaching in a Mexican American context. Journal for Research in Mathematics Education, 28, 709-737.
  • Handal, B., & Herrington, A. (2003). Mathematics teachers' beliefs and curriculum reform. Mathematics Education Research Journal, 15(1), 59-69. DOI: 10.1007/BF03217369.
  • Harkness, S., & Super, C. M. (1994). The developmental niche: A theoretical framework for analyzing the household production of health. Social Science Medicine, 38, 217-226.
  • Harkness, S., & Super, M. C. (2006). Themes and variations: Parental ethnotheories in cultures. In K. Rubin ve O. Chung (Eds.), Parental beliefs, parenting, and child development in cross-cultural perspective (pp. 61-81), New York: Psychology Press.
  • Harkness, S., Super, M. C., & Van Tijen, N. (2000). Individualism and the “Western mind” reconsidered: American and Dutch parents’ ethnotheories of the child. New Directions for Child and Adolescent Development, 7, 23-39.
  • Huang, G. (2003). Beyond culture: Communicating with Asian American children and families. Retrieved from https://files.eric.ed.gov/fulltext/ED366673.pdf
  • Hunt, J. H., & Hu, B. Y. (2011). Theoretical factors affecting parental roles in children’s mathematical learning in American and Chinese-Born mothers. The School Community Journal, 21(2), 119-142.
  • Huntsinger, C. S., Jose, P. E., Liaw, F., & Ching, W. (1997). Cultural differences in early mathematics learning: A comparison of Euro-American, Chinese-American, and TaiwanChinese families. International Journal of Behavioral Development, 21(2), 371-388.
  • Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramimeni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research and Practice, 22(1), 36-46.
  • Jordan, N. C., Kaplan, D., Oláh, L. N., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153-175.
  • Keels, M. (2009). Ethnic group differences in Early Head Start parents’ parenting beliefs and practices and links to children’s early cognitive development. Early Childhood Research Quarterly, 24(4), 381-397. DOI: 10.1016/j.ecresq.2009.08.002.
  • Kleemans, T., Peeters, M., Segers, E., & Verhoeven, L. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471-477.
  • Krummheuer, G. (2013). The relationship between diagrammatic argumentation and narrative argumentation in the context of the development of mathematical thinking in the early years. Educational Studies in Mathematics, 84, 249-265.
  • Konner, M. (2007). Evolutionary foundations of cultural psychology. In S. Kitayama & D. Cohen (Eds.), Handbook of cultural psychology (pp. 77-105). New York, NY, US: Guilford Press.
  • Ladson-Billings, G. (1995). Making mathematics meaningful in multicultural contexts. In W. G. Secada, E. Fennema ve L. B. Adajian (Eds.), New directions for equity in mathematics education (pp. 126–145), NewYork: Cambridge University Press.
  • LeFevre, J., Clarke, T., & Stringer, A. P. (2002). Influences of language and parental involvement on the development of counting skills: Comparisons of French and English speaking Canadian children. Early Child Development and Care, 172, 283-300.
  • LeFevre, J., Polyzoi, E., Skwarchuk, S. L., Fasta, L., & Sowinski, C. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? International Journal of Early Years Education, 18(1),55-70.
  • LeFevre, J., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science, 41(2), 55-66.
  • Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents’ math anxiety on children’s math achievement and anxiety. Psychological Science, 26(9), 1480-1488. DOI: 10.1177/0956797615592630.
  • Martin, D. (2000). Mathematics success and failure among African-American youth. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
  • Mata, M. L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research, 2012, 1-10. DOI: 10.1155/2012/876028
  • Matthews, L. (2003). Babies overboard! The complexities of incorporating culturally relevant teaching into mathematics instruction. Educational Studies in Mathematics, 53(1). 61-82.
  • Md-Yunus, S. (2005). Childcare practices in three asian countries. International Journal of Early Childhood, 37(1), 39-56.
  • Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95-114. DOI: 10.1111/j.1540-4560.2008.00550.x.
  • Missall, K., Hojnoski, R. L., Caskie, G. L., & Repasky, P. (2015). Home numeracy environments of preschoolers: Examining relations among mathematical activities, parent mathematical beliefs, and early mathematical skills. Early Education and Development, 26(3), 356-376. DOI: 10.1080/10409289.2015.968243.
  • Musun-Miller, L., & Blevins-Knabe, B. (1998). Adults’ beliefs about children and Mathematics: How important is it and how do children learn about it? Early Development and Parenting, 7, 191-202. DOI: 10.1002/(SICI)1099-0917(199812)7:4<191::AID-EDP181>3.0.CO; 2-I.
  • National Research Council. (2001). Adding it up: Helping children learn mathematics. J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
  • National Research Council. (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: National Academies Press.
  • Nicolopovlov, A. (1993). Play, cognitive development and the social world: Piaget, Vygotsky and beyond. Human Development, 36, 1-23. DOI:10.1159/000277285.
  • Pea, R. D. (1990). Inspecting everyday mathematics: Reexamining culture-cognition relations. Educational Researcher, 19(4), 28-31.
  • Penderi, E., & Petrogiannis, K. (2011). Parental ethnotheories and customs of childrearing in two Roma urban communities in Greece: Examining the developmental niche of the 6-year-old child. Journal of Social, Evolutionary, and Cultural Psychology, 5(1), 32-50. DOI: 10.1037/h0099276.
  • Petren, K. (2001). Habitat and niche, concept of. Encyclopedia of Biodiversity, 3, 303-315.
  • Presmeg, N. C. (1998). Ethnomathematics in teacher education. Journal of Mathematics Teacher Education, 1, 317–339. DOI: 10.1023/A:1009946219294.
  • Ramani, G. B., Rowe, M. L., Eason, S. H., & Leech, K. A. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33.
  • Rogoff, B. (2003). The cultural nature of human development. New York, NY: Oxford University Press.
  • Rogoff, B., Mistry, J., Göncü, A., & Mosier, C. (1993). Guided participation in cultural activity by toddlers and caregivers. Monographs of the Society for Research in Child Development, 58 (8, Serial No. 236), v-vi, 1–174.
  • Rosa, M., & Orey, D. (2010). Culturally relevant pedagogy: An ethnomathematical approach. Horizontes, 28(1), 19-31.
  • Ryan, A. M. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72, 1135-1150.
  • Saxe, G. B. (1988). Candy selling and math learning. Educational Researcher, 17(6), 14-21.
  • Saxe, G. B., Dawson, V., Fall, R., & Howard, S. (1996). Culture and children’s mathematical thinking. In R. J. Sternberg, T. Ben-Zeev, R. J. Sternberg, ve T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 119-144). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Sfard, A., Forman, E., & Kieran, C. (2001). Learning discourse: Sociocultural approaches to research in mathematics education. Educational Studies in Mathematics, 46, 1-12.
  • Siegler, R. S., Mu, Y. (2008). Chinese children excel on novel mathematics problems even before elementary school. Psychological Science, 19(8), 759-763. DOI:10.1111/j.1467-9280.2008.02153.x.
  • Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home?. Early Childhood Education Journal, 37(3), 189-197. DOI: 10.1007/s10643-009-0340-1.
  • Sonnenschein, S., Galindo, C., Metzger, S. R., Thompson, J. A., Hui Chih Huang, H. C., & Lewis, H. (2012). Parents' beliefs about children's math development and children's participation in math activities. Child Development Research, 2012, 1-13. DOI: 10.1155/2012/851657.
  • Starkey, P. ve Klein, A. (2008). Sociocultural influences on young children's mathematical knowledge. In O. N. Saracho ve B. Spodek (Eds.), Contemporary perspectives on mathematics in early childhood education (pp. 253-276). Charlotte, NC: Information.
  • 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.
  • Street, B., Baker, D., & Tomlin, A. (2005). Navigating numeracies: Home/ school numeracy practices. Dordrecht: Springer.
  • Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal math talk in the home and math skills in preschool children. Early Education and Development, 27(6), 841-857.
  • Super, C. M., & Harkness, S. (1986). The Developmental Niche: A Conceptualization at the Interface of Child and Culture. International Journal of Behavioral Development, 9, 545-569. http://dx.doi.org/10.1177/016502548600900409.
  • Suizzo, M. (2007). Parents' goals and values for children: Dimensions of independence and interdependence across four U.S. ethnic groups. Journal of Cross-Cultural Psychology, 38, 506-529.
  • Tamis-LeMonda, C. S., Wang, S., Koutsouvanou, E., & Albright, M. (2002). Childrearing values in Greece, Taiwan, and the United States. Parenting: Science and Practice, 2(3), 185-208. DOI: 10.1207/S15327922PAR0203_01.
  • Tate, W. F. (1995). Returning to the root: A culturally relevant approach to mathematics pedagogy. Theory Into Practice, 34, 166-173.
  • Toll, S. W. M., & Van Luit, J. E. H. (2014). Explaining numeracy development in weak performing kindergartners. Journal of Experimental Child Psychology, 124, 97–111. DOI: 10.1016/j.jecp.2014.02.001.
  • Tudge, J. R. H., & Doucet, F. (2004). Early mathematical experiences: Observing young black and white children's everyday activities. Early Childhood Research Quarterly, 19(1), 21-39. DOI: 10.1016/j.ecresq.2004.01.007.
  • Van Oers, B. (2001). Educational forms of initiation in mathematical culture. Educational Studies in Mathematics, 46(1-3), 59-85.
  • Vandermaas-Peeler, M. (2008). Parental guidance of numeracy development in early childhood. In O. Saracho and B. Spodak (Eds.), Contemporary perspectives on mathematics in early childhood education (pp.277-90). Charlotte, NC: Information Age.
  • Vandermaas-Peeler, M., Boomgarden, E., Finn, L., & Pittard, C. (2012). Parental support of numeracy during a cooking activity with four-year-olds. International Journal of Early Years Education, 20(1), 78-93. DOI: 10.1080/09669760.2012.663237.
  • Vandermaas Peeler, M., Ferretti, L., & Loving, S. (2012). Playing the ladybug game: Parent guidance of young children’s numeracy activities. Early Child Development and Care, 182(10), 1289-1307. DOI: 10.1080/03004430.2011.609617.
  • Vandermaas-Peeler, M., Nelson, J., Bumpass, C., & Sassine, B. (2009). Numeracy-related exchanges in joint storybook reading and play. International Journal of Early Years Education, 17(1), 67-84. DOI: 10.1080/09669760802699910.
  • Vandermaas-Peeler, M., & Pittard, C. (2014). Influences of social context on parent guidance and low-income preschoolers' independent and guided math performance. Early Child Development and Care, 184(4), 500-521. 10.1080/03004430.2013.799155.
  • Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K., Newcombe, N. S., Filipowicz, A. T., & Chang, A. (2014). Deconstructing building blocks: Preschoolers’ spatial assembly performance relates to early mathematics skills. Child Development, 85(3), 1062-1076. DOI:10.1111/cdev.12165.
  • Vygotsky, L. S. (1994). The problem of the cultural development of the child. In R. Van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 57–72). Oxford: Blackwell. (Original work published 1929).
  • Vygotsky, L. S. (2012). Thought and language (E. Hanfmann, G. Vakar & A. Kozulin, Trans.). Cambridge, MA: Massachusetts Institute of Technology Press.
  • Wang, S., & Tamis-LeMonda, C. S. (2003). Do child-rearing values in Taiwan and the United States reflect cultural values of collectivism and individualism? Journal of Cross-Cultural Psychology, 34, 629-642. DOI: 10.1177/0022022103255498.
  • Weisner, T. S. (1996). The 5 to 7 transition as an ecocultural project. In A. J. Sameroff & M. M. Haith (Eds.), The five to seven year shift: The age of reason and responsibility (pp. 295-326). Chicago: University of Chicago Press.
  • Weisner, T. S. (1997). The ecocultural project of human development: Why ethnography and its findings matter. Ethos, 25, 177-190. DOI: https://doi.org/10.1525/eth.1997.25.2.177.
  • Weisner, T. S. (2002). Ecocultural understanding of children’s developmen.tal pathways. Human Development, 45(4), 275-281. DOI:10.1159/000064989.
  • Worthington, M., & Van Oers, B. (2016). Pretend play and the cultural foundations of mathematics. European Early Childhood Education Research Journal, 24(1), 51-66. DOI: 10.1080/1350293X.2015.1120520.
  • Worthman, C. M. (2010). The ecology of human development: Evolving models for cultural psychology. Journal of Cross-Cultural Psychology, 41(4), 546-562.
  • Worthman, C. M., & Brown, R. A. (2007). Companionable sleep: Social regulation of sleep and cosleeping in Egyptian families. Journal of Family Psychology, 21(1), 124-135. DOI: http://dx.doi.org/10.1037/0893-3200.21.1.124.
Birincil Dil tr
Dergi Bölümü Makaleler

Yazar: Mustafa KALE (Sorumlu Yazar)

Yazar: İmray NUR

Yazar: Durmuş ASLAN

Bibtex @araştırma makalesi { balikesirnef505915, journal = {Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi}, issn = {}, eissn = {1307-6086}, address = {Balıkesir Üniversitesi}, year = {2018}, volume = {12}, pages = {1 - 30}, doi = {10.17522/balikesirnef.505915}, title = {Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş}, key = {cite}, author = {KALE, Mustafa and NUR, İmray and ASLAN, Durmuş} }
APA KALE, M , NUR, İ , ASLAN, D . (2018). Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 12 (2), 1-30. DOI: 10.17522/balikesirnef.505915
MLA KALE, M , NUR, İ , ASLAN, D . "Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş". Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 12 (2018): 1-30 <http://dergipark.gov.tr/balikesirnef/issue/42015/505915>
Chicago KALE, M , NUR, İ , ASLAN, D . "Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş". Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 12 (2018): 1-30
RIS TY - JOUR T1 - Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş AU - Mustafa KALE , İmray NUR , Durmuş ASLAN Y1 - 2018 PY - 2018 N1 - doi: 10.17522/balikesirnef.505915 DO - 10.17522/balikesirnef.505915 T2 - Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi JF - Journal JO - JOR SP - 1 EP - 30 VL - 12 IS - 2 SN - -1307-6086 M3 - doi: 10.17522/balikesirnef.505915 UR - http://dx.doi.org/10.17522/balikesirnef.505915 Y2 - 2018 ER -
EndNote %0 Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş %A Mustafa KALE , İmray NUR , Durmuş ASLAN %T Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş %D 2018 %J Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi %P -1307-6086 %V 12 %N 2 %R doi: 10.17522/balikesirnef.505915 %U 10.17522/balikesirnef.505915
ISNAD KALE, Mustafa , NUR, İmray , ASLAN, Durmuş . "Erken Çocukluk Döneminde Matematiksel Deneyimlerin İncelenmesinde Kuramsal Bir Çerçeve: Sosyomatematiksel Niş". Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 12 / 2 (Aralık 2019): 1-30. http://dx.doi.org/10.17522/balikesirnef.505915