Permainan Matematik Untuk Kanak-Kanak Prasekolah
Keywords:
permainan, awal matematik, kanak-kanak prasekolah, aktiviti permainan
Abstract
Awal Matematik perlu diajar kepada kanak-kanak dalam persekitaran pembelajaran yang lebih interaktif dan menyeronokkan. Adalah penting untuk membangunkan kanak-kanak dengan asas yang kuat dalam pembelajaran awal Matematik. Kanak-kanak secara semula jadi ingin tahu dalam lima tahun pertama mereka, dan ini adalah masa terbaik untuk memperkenalkan awal Matematik. Penggunaan permainan berfungsi sebagai kaedah untuk meningkatkan prestasi awal Matematik serta untuk menyemai minat kanak-kanak. Artikel ini membincangkan bagaimana menyokong pembelajaran kanak-kanak dalam awal Matematik melalui permainan.
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References
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Balfanz, R., Ginsburg, H. P., and Greenes, C. (2003). The big Math for little kids: Early childhood Mathematics programs. Teaching Children Mathematics, 9(5): 264-268.
Baroody, A. J. (1989). A guide to teaching Mathematics in the primary grades. Boston: Allyn and Bacon.
Baroody, A. J., & Coslick, R. T. (1998). Fostering children’s Mathematical power: An investigative approach to K-8 Mathematics instruction. Mahwah: Lawrence Erlbaum Associates.
Baroody, A. J., & Wilkins, J. L. M. (1999). The development of informal counting, number, and arithmetic skills and concepts. In Copley, J. V. (eds.). Mathematics in the early years, pp. 48-65. Reston: National Council of Teachers of Mathematics.
Benigno, J. P., & Ellis, S. (2004). Two is greater than three: Effects of older siblings on parental support of preschoolers’ counting in middle-income families. Early Childhood Research Quarterly, 19, 4-20.
Bragg, L. A. (2007). Student’s conflicting attitudes towards games as vehicle for learning Mathematics: A methodological dilemma. Mathematics Education Research Journal, 19(1):29-44.
Bragg, L. A. (2012). Testing the effectiveness of Mathematical games as a pedagogical tool for children’s learning. International Journal of Science and Mathematics Education, 10(6):1445-1467.
Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in Mathematics education. Journal for Research in Mathematics Education, 23(1):2-33.
Doig, B., Van den Heuvel-Panhuizen, M., & Groves, S. (2009). Young children’s Mathematical development. Melbourne: Deakin University and University of Utrecht.
Doig, B., & Ompok, C.S. (2010). Assessing young children’s Mathematical abilities through games. Procedia-Social and Behavioral Sciences 8, 228-235. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=B5XCKF4AAAAJ&citation_for_view=B5XCKF4AAAAJ:u5HHmVD_uO8C
Ernest, P. (1986). Games: A rationale for their use in the teaching of Mathematics in school. Mathematics in School, 15(1):2-5.
Glasersfeld, V.E. (1995). Radical constructivism: A way of knowing and learning. London & Washington: The Falmer Press.
Ginsburg, H. P. and Baroody, A. J. (2003). Test of early Mathematics ability (3rd edition) Austin: PRO-ED SAGE Publications.
Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report, 22, 1-24.
Golinkoff, R. (2009). Breakout session for NAEYC Institute on play. Charlotte: National Association for the Education of Young Children Professional Development Institute.
Harvey, J. G., & Bright, G. W. (1985). Basic Math games. California: Dale Seymour Publications.
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Technical Report 2005-004. Orlando: Naval Air Warfare Centre Training Systems Division.
Hoffman, B. K., & Mauer, J. R. (2005). Math games. West Minster: Teacher Created Resources.
Lim-Teo, S. K. (1991). Games in the Mathematics classroom. Teaching and Learning, 11(2), 47-56.
Ling MT., Pang V., & Ompok C. S. (2018) Measuring Change in Early Mathematics Ability of Children Who Learn Using Games: Stacked Analysis in Rasch Measurement. In: Zhang Q. (eds) Pacific Rim Objective Measurement Symposium (PROMS) 2016 Conference Proceedings. Springer, Singapore. https://doi.org/10.1007/978-981-10-8138-5_17. Measuring Change in Early Mathematics Ability of Children Who Learn Using Games: Stacked Analysis in Rasch Measurement | SpringerLink.
Oldfield’s, B. J. (1991). Games in the learning of Mathematics-Part 1: Classification. Mathematics in School, 20(1), 41-43.
Ompok, C. S. (2015). Kesan penggunaan kaedah permainan, buku nombor dan lembaran kerja terhadap pencapaian awal Matematik dalam kalangan kanak-kanak prasekolah kebangsaan. Thesis Ijazah Doktor Falsafah UMS. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=B5XCKF4AAAAJ&citation_for_view=B5XCKF4AAAAJ:3fE2CSJIrl8C
Ompok, C. S., Ling, M. T., Abdullah, S. N. M. @ S., Tambagas, M., Tony, E. E., & Said, N. (2020). Mentor-mentee programme for STEM education at preschool level. Southeast Asia Early Childhood Journal, 9(1), 1-14. Retrieved from https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3147.
Ompok, C. S., & Bacotang, J. (2019). Kesan kaedah mengajar terhadap pencapaian awal matematik dalam kalangan kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 8, 8-16. https://doi.org/10.37134/jpak.vol8.2.2019.
Ompok, C. S., Pang, V., & Ho, C. M. (2013). Pembinaan Instrumen Pencapaian Awal Matematik untuk Kanak-kanak Prasekolah [Instrumen development of early maths performance for pre-school children]. Paper presented at the Proceeding of the 2011 International Early Childhood Conference, Terengganu, Malaysia.
Ompok, C. S., Mei Teng, L., & Sapirai, J. (2021). Effect of games towards children’s mathematics performance. Southeast Asia Early Childhood Journal, 10(1), 1-17. https://doi.org/10.37134/saecj.vol10.1.1.2021.
Ompok, C. S., Teng, L., Pang, V., Mun, H., Abdullah, A., & Sapirai, J. (2018). Early mathematics learning in reading and writing numerals: Learning through “What are the numbers?” A picture book made up of Flora and Fauna in Borneo. Southeast Asia Early Childhood Journal, 7, 52-59. https://doi.org/10.37134/saecj.vol7.6.2018.
Ompok, C. S., Doig, B., & Tambagas, M. (2018). Patterns of Young Children’s Number Sense Development as Assessed by How Many Hidden Game. Journal of Cognitive Sciences and Human Development, 4(2), 12-17. https://doi.org/10.33736/jcshd.1117.2018.
Ompok, C. S., Ling, M. T., Abdullah, S. N. M. @ S., Tambagas, M., Tony, E. E., & Said, N. (2020). Mentor-mentee programme for STEM education at preschool level. Southeast Asia Early Childhood Journal, 9(1), 1-14. Retrieved from https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3147.
Ompok, C. S. (2021). Penggunaan Kaedah Permainan, Buku Nombor dan Lembaran kerja dalam pembelajaran Matematik Awal kanak-kanak. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), 235 - 251. doi: https://doi.org/10.47405/mjssh.v6i10.1117.
Ompok, C. S. (2021). Pencapaian Awal Matematik Kanak-kanak mengikut Tempoh Berada di Prasekolah dan Jantina. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), pp. 217 - 225. doi: https://doi.org/10.47405/mjssh.v6i10.1116.
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers and Education, 53: 603-622.
Piaget, J. (1962). Play, dreams and imitation in childhood. New York: W.W. Norton.
Pound, L. (2008). Thinking and learning about Mathematics in the early years. Abingdon: Routledge.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in sociocultural activity. New York: Oxford University Press.
Sandberg, A. and Vuorinen, T. (2008). Dimensions of childhood play and toys. Asia-Pacific Journal of Teacher Education, 36(2), 135-146.
Schminke, C. W. (1985). Math activities for child involvement (4th edition). Austin: PRO-ED.
Smilansky, S. (1968). The effects of socio-dramatic play on disadvantaged preschool children. New York: Wiley.
Tucker, K. (2010). Mathematics through play in the early years (2nd edition). America: SAGE.
Van de Walle, J. and Lovin, L. (2006). Teaching student-centered Mathematics: Grades K-3. Boston: Peason Learning.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Balfanz, R., Ginsburg, H. P., and Greenes, C. (2003). The big Math for little kids: Early childhood Mathematics programs. Teaching Children Mathematics, 9(5): 264-268.
Baroody, A. J. (1989). A guide to teaching Mathematics in the primary grades. Boston: Allyn and Bacon.
Baroody, A. J., & Coslick, R. T. (1998). Fostering children’s Mathematical power: An investigative approach to K-8 Mathematics instruction. Mahwah: Lawrence Erlbaum Associates.
Baroody, A. J., & Wilkins, J. L. M. (1999). The development of informal counting, number, and arithmetic skills and concepts. In Copley, J. V. (eds.). Mathematics in the early years, pp. 48-65. Reston: National Council of Teachers of Mathematics.
Benigno, J. P., & Ellis, S. (2004). Two is greater than three: Effects of older siblings on parental support of preschoolers’ counting in middle-income families. Early Childhood Research Quarterly, 19, 4-20.
Bragg, L. A. (2007). Student’s conflicting attitudes towards games as vehicle for learning Mathematics: A methodological dilemma. Mathematics Education Research Journal, 19(1):29-44.
Bragg, L. A. (2012). Testing the effectiveness of Mathematical games as a pedagogical tool for children’s learning. International Journal of Science and Mathematics Education, 10(6):1445-1467.
Cobb, P., Yackel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in Mathematics education. Journal for Research in Mathematics Education, 23(1):2-33.
Doig, B., Van den Heuvel-Panhuizen, M., & Groves, S. (2009). Young children’s Mathematical development. Melbourne: Deakin University and University of Utrecht.
Doig, B., & Ompok, C.S. (2010). Assessing young children’s Mathematical abilities through games. Procedia-Social and Behavioral Sciences 8, 228-235. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=B5XCKF4AAAAJ&citation_for_view=B5XCKF4AAAAJ:u5HHmVD_uO8C
Ernest, P. (1986). Games: A rationale for their use in the teaching of Mathematics in school. Mathematics in School, 15(1):2-5.
Glasersfeld, V.E. (1995). Radical constructivism: A way of knowing and learning. London & Washington: The Falmer Press.
Ginsburg, H. P. and Baroody, A. J. (2003). Test of early Mathematics ability (3rd edition) Austin: PRO-ED SAGE Publications.
Ginsburg, H. P., Lee, J. S., & Boyd, J. S. (2008). Mathematics education for young children: What it is and how to promote it. Social Policy Report, 22, 1-24.
Golinkoff, R. (2009). Breakout session for NAEYC Institute on play. Charlotte: National Association for the Education of Young Children Professional Development Institute.
Harvey, J. G., & Bright, G. W. (1985). Basic Math games. California: Dale Seymour Publications.
Hays, R. T. (2005). The effectiveness of instructional games: A literature review and discussion. Technical Report 2005-004. Orlando: Naval Air Warfare Centre Training Systems Division.
Hoffman, B. K., & Mauer, J. R. (2005). Math games. West Minster: Teacher Created Resources.
Lim-Teo, S. K. (1991). Games in the Mathematics classroom. Teaching and Learning, 11(2), 47-56.
Ling MT., Pang V., & Ompok C. S. (2018) Measuring Change in Early Mathematics Ability of Children Who Learn Using Games: Stacked Analysis in Rasch Measurement. In: Zhang Q. (eds) Pacific Rim Objective Measurement Symposium (PROMS) 2016 Conference Proceedings. Springer, Singapore. https://doi.org/10.1007/978-981-10-8138-5_17. Measuring Change in Early Mathematics Ability of Children Who Learn Using Games: Stacked Analysis in Rasch Measurement | SpringerLink.
Oldfield’s, B. J. (1991). Games in the learning of Mathematics-Part 1: Classification. Mathematics in School, 20(1), 41-43.
Ompok, C. S. (2015). Kesan penggunaan kaedah permainan, buku nombor dan lembaran kerja terhadap pencapaian awal Matematik dalam kalangan kanak-kanak prasekolah kebangsaan. Thesis Ijazah Doktor Falsafah UMS. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=B5XCKF4AAAAJ&citation_for_view=B5XCKF4AAAAJ:3fE2CSJIrl8C
Ompok, C. S., Ling, M. T., Abdullah, S. N. M. @ S., Tambagas, M., Tony, E. E., & Said, N. (2020). Mentor-mentee programme for STEM education at preschool level. Southeast Asia Early Childhood Journal, 9(1), 1-14. Retrieved from https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3147.
Ompok, C. S., & Bacotang, J. (2019). Kesan kaedah mengajar terhadap pencapaian awal matematik dalam kalangan kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan, 8, 8-16. https://doi.org/10.37134/jpak.vol8.2.2019.
Ompok, C. S., Pang, V., & Ho, C. M. (2013). Pembinaan Instrumen Pencapaian Awal Matematik untuk Kanak-kanak Prasekolah [Instrumen development of early maths performance for pre-school children]. Paper presented at the Proceeding of the 2011 International Early Childhood Conference, Terengganu, Malaysia.
Ompok, C. S., Mei Teng, L., & Sapirai, J. (2021). Effect of games towards children’s mathematics performance. Southeast Asia Early Childhood Journal, 10(1), 1-17. https://doi.org/10.37134/saecj.vol10.1.1.2021.
Ompok, C. S., Teng, L., Pang, V., Mun, H., Abdullah, A., & Sapirai, J. (2018). Early mathematics learning in reading and writing numerals: Learning through “What are the numbers?” A picture book made up of Flora and Fauna in Borneo. Southeast Asia Early Childhood Journal, 7, 52-59. https://doi.org/10.37134/saecj.vol7.6.2018.
Ompok, C. S., Doig, B., & Tambagas, M. (2018). Patterns of Young Children’s Number Sense Development as Assessed by How Many Hidden Game. Journal of Cognitive Sciences and Human Development, 4(2), 12-17. https://doi.org/10.33736/jcshd.1117.2018.
Ompok, C. S., Ling, M. T., Abdullah, S. N. M. @ S., Tambagas, M., Tony, E. E., & Said, N. (2020). Mentor-mentee programme for STEM education at preschool level. Southeast Asia Early Childhood Journal, 9(1), 1-14. Retrieved from https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/3147.
Ompok, C. S. (2021). Penggunaan Kaedah Permainan, Buku Nombor dan Lembaran kerja dalam pembelajaran Matematik Awal kanak-kanak. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), 235 - 251. doi: https://doi.org/10.47405/mjssh.v6i10.1117.
Ompok, C. S. (2021). Pencapaian Awal Matematik Kanak-kanak mengikut Tempoh Berada di Prasekolah dan Jantina. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(10), pp. 217 - 225. doi: https://doi.org/10.47405/mjssh.v6i10.1116.
Papastergiou, M. (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers and Education, 53: 603-622.
Piaget, J. (1962). Play, dreams and imitation in childhood. New York: W.W. Norton.
Pound, L. (2008). Thinking and learning about Mathematics in the early years. Abingdon: Routledge.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in sociocultural activity. New York: Oxford University Press.
Sandberg, A. and Vuorinen, T. (2008). Dimensions of childhood play and toys. Asia-Pacific Journal of Teacher Education, 36(2), 135-146.
Schminke, C. W. (1985). Math activities for child involvement (4th edition). Austin: PRO-ED.
Smilansky, S. (1968). The effects of socio-dramatic play on disadvantaged preschool children. New York: Wiley.
Tucker, K. (2010). Mathematics through play in the early years (2nd edition). America: SAGE.
Van de Walle, J. and Lovin, L. (2006). Teaching student-centered Mathematics: Grades K-3. Boston: Peason Learning.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Published
2021-11-10
How to Cite
Ompok, C. C. and Emison, A. (2021) “Permainan Matematik Untuk Kanak-Kanak Prasekolah”, Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(11), pp. 181 - 189. doi: 10.47405/mjssh.v6i11.1155.
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