BibTex RIS Kaynak Göster

İlköğretim ve Ortaöğretim Matematik Öğretmen Adaylarının Sayı Hissinin İncelenmesi

Yıl 2016, Cilt: 7 Sayı: 2, 285 - 303, 04.08.2016
https://doi.org/10.16949/turcomat.96275

Öz

Bu çalışmanın amacı ilköğretim ve ortaöğretim matematik öğretmen adaylarının sahip olduğu sayı hissini incelemektir. Çalışmanın katılımcı grubunu 464 matematik öğretmen adayı oluşturmaktadır. Çalışmada öğretmen adaylarının sayı hissi kullanma performanslarını ölçmek için araştırmacılar tarafından geliştirilen çoktan seçmeli 31 sorudan oluşan bir Sayı Hissi Testi kullanılmıştır. Sayı Hissi Testi hem sayı hissi sorularını ve soruların olası çözümlerini içeren iki aşamalı bir testir. Testte yer alan sorulara verilen cevaplar hem doğruluk hem de kullanılan çözüm stratejisi (Sayı hissi stratejisi/Kural temelli strateji) açısından analiz edilmiş ve sayı hissi puanı hesaplanmıştır. Veri analizi sonucunda testten alınan sayı hissi puanları, matematik öğretmen adaylarının sayı hissi stratejilerini kullanmada başarılı olmadığını göstermektedir. Öğretmen adayları soruları çözerken sayı hissi stratejilerinden daha ziyade kural temelli stratejileri kullanmayı tercih etmiştir. Çalışmada ayrıca öğretmen adaylarının; Sayı Hissi Testi’ndeki başarıları ile sayı hissi kullanımları arasında pozitif bir ilişki bulunurken, sayı hissi kullanımları öğrenim görülen bölüme ve cinsiyete göre bir farklılık sergilememiştir.

Kaynakça

  • Alsawaie, O. N. (2012). Number sense-based strategies used by high-achieving sixth grade students who experienced reform textbooks. International Journal of Science and Mathematics Education, 10(5), 1071-1097.
  • Anghileri, J. (2006). Teaching number sense (2nd ed.). London: Continuum International Publishing Group.
  • Aunio , P., Niemivirta, M., Hautamäki, J., Van Luit, J. E. H., Shi, J., & Zhang, M. (2006). Young children's number sense in China and Finland. Scandinavian Journal of Educational Research, 50(5), 483-502.
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Ankara: Harf Eğitim Yayıncılığı.
  • Ball, D. L. (1990). Prospective elementary and secondary teachers' understanding of division. Journal for Research in Mathematics Education, 21(2), 132-144.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching what makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması. Ankara: ÖSYM Yayınları.
  • Bresser, R., & Holtzman, C. (1999). Developing number sense, grades 3-6. Sausalito, CA: Math Solutions.
  • Briand-Newman, H., Wng, M., & Evans, D. (2012). Teacher subject matter knowledge of number sense. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia) (pp.130-137). Singapore: MERGA.
  • Burns, M. (2007). About teaching mathematics: A K-8 resource (3th ed.). Sausalito, CA: Math Solution Publications.
  • Case, R., & Sowder, J. T. (1990). The development of computational estimation: A neo-Piagetian analysis. Cognition and Instruction, 7(2), 79-104.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
  • Courtney-Clarke, M., & Wessels, H. (2014). Number sense of final year pre-service primary school teachers: Original research. Pythagoras, 35(1), 1-9.
  • Dehaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford University Press.
  • Gay, A. S., & Aichele, D. B. (1997). Middle school students' understanding of number sense related to percent. School Science and Mathematics, 97(1), 27-36.
  • Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22(3), 170-218.
  • Harç, S. (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcut durumlarının analizi (Yüksek lisans tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Howden, H. (1989). Teaching number sense. Arithmetic Teacher, 36, 6-11.
  • Kaminski, E. (1997). Teacher education students’ number sense: Initial explorations. Mathematics Education Research Journal, 9(2), 225-235.
  • Kayhan-Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi (Doktora tezi), Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Kayhan-Altay, M. ve Umay, A. (2011). Sınıf öğretmeni adaylarının hesaplama becerileri ve sayı duyuları arasındaki ilişkinin incelenmesi. e-Journal of New World Sciences Academy, 6(1), 1277-1283.
  • Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123.
  • Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Markovits, Z., & Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for Research in Mathematics Education, 25, 4-29.
  • McIntosh, A., Reys, B. J., & Reys, R. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2-44.
  • McIntosh, A., Reys, B., & Reys, R. (1997). Number sense: Simple effective number sense experiences grades 1-2. Parsippany, New Jersey: Dale Seymour Publication.
  • Menon, R. (2004). Elementary school children's number sense. International Journal for Mathematics Teaching and Learning, 57, 1-16. Retrieved from http://www.cimt.plymouth.ac.uk/journal/ramamenon.pdf
  • Micklo, S. J. (1999). Estimation it's more than a guess. Childhood Education, 75(3), 142-145.
  • Mohamed, M., & Johnny, J. (2010). Investigating number sense among students. Procedia-Social and Behavioral Sciences, 8, 317-324.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Reys, R., & Yang, D. C. (1998). Relationship between computational performance and number sense among sixth-and eighth-grade students in Taiwan. Journal for Research in Mathematics Education, 29, 225-237.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
  • Singh, P. (2009, October). An assessment of number sense among secondary school students. International Journal for Mathematics Teaching and Learning, 155, 1-29. Retrieved from http://www.cimt.plymouth.ac.uk/journal/singh.pdf
  • Sowder, J. T. (1992). Estimation and number sense. In A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. (pp. 371-389). New York: Macmillan.
  • Skemp, R. R. (2006). Relational understanding and instrumental understanding. Mathematics Teaching in the Middle School, 12(2), 88-95.
  • Şengül, S. (2013). Identification of number sense strategies used by pre-service elementary teachers. Educational Sciences: Theory & Practice, 13(3), 1965-1974.
  • Şengül, S. ve Gülbağcı, H. (2012). Evaluation of number sense on the subject of decimal numbers of the secondary stage students in Turkey. International Online Journal of Educational Sciences, 4(2), 296.
  • Şengül, S. ve Gülbağcı Dede, H. (2014). The strategies of mathematics teachers when solving number sense problems. Turkish Journal of Computer and Mathematics Education, 5(1), 73-88.
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling a typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.
  • Tsao, Y. L. (2004b). Exploring the connections among number sense, mental computation performance, and the written computation performance of elementary preservice school teachers. Journal of College Teaching & Learning, 1(12), 71-90.
  • Verschaffel, L., Greer, B., & De Corte, E. (2007). Whole number concepts and operations. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 2, pp. 557-628). Charlotte, NC: Information Age Publishing.
  • Yang, D. C. (1995). Number sense performance and strategies possessed by sixth and eighth grade students in Taiwan (Doctoral dissertation). University of Missouri, Columbia.
  • Yang, D. C. (2005). Number sense strategies used by 6th grade students in Taiwan. Educational Studies, 31(3), 317-333.
  • Yang, D. C., Hsu, C. J., & Huang, M. C. (2004). A study of teaching and learning number sense for sixth grade students in Taiwan. International Journal of Science and Mathematics Education, 2(3), 407-430.
  • Yang, D. C., & Li, M. F. (2008). An investigation of 3rd grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443-455.
  • Yang, D. C., Li, M. N., & Lin, C. I. (2008). A study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6(4), 789-807.
  • Yang, D. C., Reys, R., & Reys, B. J. (2009). Number sense strategies used by pre-service teachers in Taiwan. International Journal of Science and Mathematics Education, 7(2), 383-403.

An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers' Number Sense

Yıl 2016, Cilt: 7 Sayı: 2, 285 - 303, 04.08.2016
https://doi.org/10.16949/turcomat.96275

Öz

The aim of the study is to investigate primary and secondary pre-service mathematics teachers’ number sense. A total of 464 mathematics teachers are participated in the study. To measure the number sense performances of the pre-service mathematics teachers with a Number Sense Test, including 31 multiple-choice questions, was developed by the researchers. Number Sense Test is a two-tailed test which includes the number sense questions and their possible solution strategies. Students’ answers of Number Sense Test were analyzed to find the number sense points in terms of two aspects; one of them were correctness (True or False) and the second one was solving strategies (Number sense strategy or Rule based strategy) of pre-service teachers. According to the data analysis, mathematics teachers had low performance and they preferred to use rule based strategies rather than number sense strategies. Although there is a positive correlation between Number Sense Test performance and using number sense skills, there is no significant difference between male and female pre-service teachers and their departments at using number sense.

Kaynakça

  • Alsawaie, O. N. (2012). Number sense-based strategies used by high-achieving sixth grade students who experienced reform textbooks. International Journal of Science and Mathematics Education, 10(5), 1071-1097.
  • Anghileri, J. (2006). Teaching number sense (2nd ed.). London: Continuum International Publishing Group.
  • Aunio , P., Niemivirta, M., Hautamäki, J., Van Luit, J. E. H., Shi, J., & Zhang, M. (2006). Young children's number sense in China and Finland. Scandinavian Journal of Educational Research, 50(5), 483-502.
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Ankara: Harf Eğitim Yayıncılığı.
  • Ball, D. L. (1990). Prospective elementary and secondary teachers' understanding of division. Journal for Research in Mathematics Education, 21(2), 132-144.
  • Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching what makes it special? Journal of Teacher Education, 59(5), 389-407.
  • Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması. Ankara: ÖSYM Yayınları.
  • Bresser, R., & Holtzman, C. (1999). Developing number sense, grades 3-6. Sausalito, CA: Math Solutions.
  • Briand-Newman, H., Wng, M., & Evans, D. (2012). Teacher subject matter knowledge of number sense. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia) (pp.130-137). Singapore: MERGA.
  • Burns, M. (2007). About teaching mathematics: A K-8 resource (3th ed.). Sausalito, CA: Math Solution Publications.
  • Case, R., & Sowder, J. T. (1990). The development of computational estimation: A neo-Piagetian analysis. Cognition and Instruction, 7(2), 79-104.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
  • Courtney-Clarke, M., & Wessels, H. (2014). Number sense of final year pre-service primary school teachers: Original research. Pythagoras, 35(1), 1-9.
  • Dehaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford University Press.
  • Gay, A. S., & Aichele, D. B. (1997). Middle school students' understanding of number sense related to percent. School Science and Mathematics, 97(1), 27-36.
  • Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22(3), 170-218.
  • Harç, S. (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcut durumlarının analizi (Yüksek lisans tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
  • Howden, H. (1989). Teaching number sense. Arithmetic Teacher, 36, 6-11.
  • Kaminski, E. (1997). Teacher education students’ number sense: Initial explorations. Mathematics Education Research Journal, 9(2), 225-235.
  • Kayhan-Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi (Doktora tezi), Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Kayhan-Altay, M. ve Umay, A. (2011). Sınıf öğretmeni adaylarının hesaplama becerileri ve sayı duyuları arasındaki ilişkinin incelenmesi. e-Journal of New World Sciences Academy, 6(1), 1277-1283.
  • Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123.
  • Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers' understanding of fundamental mathematics in China and the United States. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Markovits, Z., & Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for Research in Mathematics Education, 25, 4-29.
  • McIntosh, A., Reys, B. J., & Reys, R. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2-44.
  • McIntosh, A., Reys, B., & Reys, R. (1997). Number sense: Simple effective number sense experiences grades 1-2. Parsippany, New Jersey: Dale Seymour Publication.
  • Menon, R. (2004). Elementary school children's number sense. International Journal for Mathematics Teaching and Learning, 57, 1-16. Retrieved from http://www.cimt.plymouth.ac.uk/journal/ramamenon.pdf
  • Micklo, S. J. (1999). Estimation it's more than a guess. Childhood Education, 75(3), 142-145.
  • Mohamed, M., & Johnny, J. (2010). Investigating number sense among students. Procedia-Social and Behavioral Sciences, 8, 317-324.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Reys, R., & Yang, D. C. (1998). Relationship between computational performance and number sense among sixth-and eighth-grade students in Taiwan. Journal for Research in Mathematics Education, 29, 225-237.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23.
  • Singh, P. (2009, October). An assessment of number sense among secondary school students. International Journal for Mathematics Teaching and Learning, 155, 1-29. Retrieved from http://www.cimt.plymouth.ac.uk/journal/singh.pdf
  • Sowder, J. T. (1992). Estimation and number sense. In A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. (pp. 371-389). New York: Macmillan.
  • Skemp, R. R. (2006). Relational understanding and instrumental understanding. Mathematics Teaching in the Middle School, 12(2), 88-95.
  • Şengül, S. (2013). Identification of number sense strategies used by pre-service elementary teachers. Educational Sciences: Theory & Practice, 13(3), 1965-1974.
  • Şengül, S. ve Gülbağcı, H. (2012). Evaluation of number sense on the subject of decimal numbers of the secondary stage students in Turkey. International Online Journal of Educational Sciences, 4(2), 296.
  • Şengül, S. ve Gülbağcı Dede, H. (2014). The strategies of mathematics teachers when solving number sense problems. Turkish Journal of Computer and Mathematics Education, 5(1), 73-88.
  • Teddlie, C., & Yu, F. (2007). Mixed methods sampling a typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.
  • Tsao, Y. L. (2004b). Exploring the connections among number sense, mental computation performance, and the written computation performance of elementary preservice school teachers. Journal of College Teaching & Learning, 1(12), 71-90.
  • Verschaffel, L., Greer, B., & De Corte, E. (2007). Whole number concepts and operations. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (Vol. 2, pp. 557-628). Charlotte, NC: Information Age Publishing.
  • Yang, D. C. (1995). Number sense performance and strategies possessed by sixth and eighth grade students in Taiwan (Doctoral dissertation). University of Missouri, Columbia.
  • Yang, D. C. (2005). Number sense strategies used by 6th grade students in Taiwan. Educational Studies, 31(3), 317-333.
  • Yang, D. C., Hsu, C. J., & Huang, M. C. (2004). A study of teaching and learning number sense for sixth grade students in Taiwan. International Journal of Science and Mathematics Education, 2(3), 407-430.
  • Yang, D. C., & Li, M. F. (2008). An investigation of 3rd grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443-455.
  • Yang, D. C., Li, M. N., & Lin, C. I. (2008). A study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6(4), 789-807.
  • Yang, D. C., Reys, R., & Reys, B. J. (2009). Number sense strategies used by pre-service teachers in Taiwan. International Journal of Science and Mathematics Education, 7(2), 383-403.
Toplam 47 adet kaynakça vardır.

Ayrıntılar

Bölüm Araştırma Makaleleri
Yazarlar

Hande Gülbağcı Dede

Sare Şengül

Yayımlanma Tarihi 4 Ağustos 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 7 Sayı: 2

Kaynak Göster

APA Gülbağcı Dede, H., & Şengül, S. (2016). An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers’ Number Sense. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(2), 285-303. https://doi.org/10.16949/turcomat.96275
AMA Gülbağcı Dede H, Şengül S. An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers’ Number Sense. Turkish Journal of Computer and Mathematics Education (TURCOMAT). Ağustos 2016;7(2):285-303. doi:10.16949/turcomat.96275
Chicago Gülbağcı Dede, Hande, ve Sare Şengül. “An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers’ Number Sense”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7, sy. 2 (Ağustos 2016): 285-303. https://doi.org/10.16949/turcomat.96275.
EndNote Gülbağcı Dede H, Şengül S (01 Ağustos 2016) An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers’ Number Sense. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7 2 285–303.
IEEE H. Gülbağcı Dede ve S. Şengül, “An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers’ Number Sense”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy. 2, ss. 285–303, 2016, doi: 10.16949/turcomat.96275.
ISNAD Gülbağcı Dede, Hande - Şengül, Sare. “An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers’ Number Sense”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 7/2 (Ağustos 2016), 285-303. https://doi.org/10.16949/turcomat.96275.
JAMA Gülbağcı Dede H, Şengül S. An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers’ Number Sense. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7:285–303.
MLA Gülbağcı Dede, Hande ve Sare Şengül. “An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers’ Number Sense”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), c. 7, sy. 2, 2016, ss. 285-03, doi:10.16949/turcomat.96275.
Vancouver Gülbağcı Dede H, Şengül S. An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers’ Number Sense. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2016;7(2):285-303.

Cited By


Comparing the use of number sense strategies based on student achievement levels
International Journal of Mathematical Education in Science and Technology
Suphi Önder Bütüner
https://doi.org/10.1080/0020739X.2017.1410738