TY  - JOUR
T1  - Farklı Düzeyde Sayı Duyusu Becerisine Sahip İlköğretim Matematik Öğretmen Adaylarına İlişkin Durum Çalışması
TT  - Case Study of Elementary School Mathematics Teacher Candidates with Number Sense Skills at Different Levels
AU  - Dayı, Özge
AU  - Kandemir, Mehmet Ali
PY  - 2018
DA  - December
DO  - 10.17522/balikesirnef.506441
JF  - Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education
JO  - NEF-EFMED
PB  - Balıkesir University
WT  - DergiPark
SN  - 1307-6086
SP  - 276
EP  - 305
VL  - 12
IS  - 2
LA  - tr
AB  - Bu çalışmadailköğretim matematik öğretmen adaylarının sayı duyularının incelenmesiamaçlanmıştır. Çalışmada farklı sayı duyusu başarı düzeyindeki iki öğretmenadayının  sayı duyusu becerileri kendiiçlerinde derinlemesine incelendikten sonra karşılaştırma yaparak mevcut durum  incelendiği için durum çalışması desenikullanılmıştır. Araştırmada seçilen iki ilköğretim matematik öğretmen adayıaykırı durum örneklemesi ile seçilmiştir. Veri toplamak amacıyla sayı duyusu testive klinik mülakat sayı duyusu testi kullanılmıştır. Elde edilen nitel verileriçerik analizine ve doküman  incelemesinetabi tutulmuştur. Araştırmanın sonucunda öğretmen  adaylarının soruların çözümünde kullandıklarıstratejiler, sayı duyusu kullanma düzeyleri, sayı duyusu bileşenleri ve sayıduyusu arasındaki ilişkiye ilişkin bulgular elde edilmiştir. Bu çalışma,  sayı duyusuözelliklerinin kullanımında yüksek ve düşük sayı duyularına sahip iki öğretmenadayı arasında keskin farklılıklar olduğunu ortaya koymuştur. Elde edilensonuçlara göre öğretmen adaylarının çözüm süreçleri incelendiğinde kuralkullanma, yanlış hesaplamalar yapma, açıklama olmayan cevaplar, sezgiselfikirler, zihinsel hesaplamalar, tahmin stratejilerini kullanma gibiçeşitlenmiştir.
KW  - Sayı duyusu
KW  - sayı duyusu bileşenleri
KW  - çözüm yolu stratejileri
KW  - matematik öğretmen adayları
N2  - Inthis study, it is aimed to examine the number senses of primary schoolmathematics teacher candidates. In the study, the number sense skills of twoteachers candidates at different levels of number sense success were examined  in-depth and the case study design was used bymaking comparisons since the current situation was examined. Two elementaryschool mathematics teacher candidates who participated in the study wereselected by using the extreme (deviant) case sampling. Number sense test andclinical interview number sense test were used to collect data. The qualitativedata were subjected to content analysis and document review. As a result of theresearch, the findings regarding the strategies used by the teacher candidates tosolve problems, the number sense use levels, the number sense components, andtheir relationships with number sense were obtained. As a result of this study,there were sharp differences between two teacher candidates with high and lownumber sense levels in the use of number sense characteristics. According tothe results, when the problem solving processes of the teacher candidates wereexamined, their strategies were diversified such as using rules, makingincorrect calculations, answers without explanations, intuitive ideas, mentalcalculations, and estimating strategies.
CR  - Akkaya, R. (2015). An investigation into the number sense performance of secondary school students in Turkey. Journal of Education and Training Studies, 4(2), 113-123.
CR  - Almeida, R., Bruno, A., & Perdomo-Díaz, J. (2016). Strategies of number sense in pre-service secondary mathematics teachers. International Journal of Science and Mathematics Education, 14(5), 959-978.
CR  - Baki, M. (2013). Sınıf öğretmeni adaylarının bölme işlemi ile ilgili matematiksel bilgileri ve öğretimsel açıklamaları. Eğitim ve Bilim, 38(167).
CR  - Barchard, K. A., & Hakstian, A. R. (1997). The effects of sampling model on inference with coefficient alpha. Educational and Psychological Measurement, 57(6), 893-905.
CR  - Bayram, G. (2013). 8. sınıf öğrencilerinin üslü ifadelere ilişkin sayı duyuları ve başarıları arasındaki ilişki, Yayımlanmamış Doktora Tezi, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
CR  - Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2016). Örnekleme Yöntemleri. Ş. Büyüköztürk, E. Kılıç Çakmak, Ö. E. Akgün, Ş. Karadeniz, & F. Demirel içinde, Bilimsel Araştırma Yöntemleri (s. 83-92). Ankara: Pegem Akademi
CR  - Clark, C. M., & Peterson, P. L. (1986). Teachers' thought processes. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed., pp. 255-296). New York, NY: Macmillan
CR  - Courtney-Clarke, M., & Wessels, H. (2014). Number sense of final year pre-service primary school teachers: Original research. Pythagoras, 35(1), 9 pages.
CR  - Creswell, J. W. (2016). Karma Yöntem Desenlerinin Çeşitleri. S. B. Demir içinde, Research Desıgn Qualitative, Quantitative and Mixed Methods Approaches (s. 219-240). Ankara: Eğiten Kitap.
CR  - Dede, H. G., & Şengül, S. (2016). İlköğretim ve Ortaöğretim Matematik Öğretmen Adaylarının Sayı Hissinin İncelenmesi 1. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(2), 285-303.
CR  - . Ergin, D.,Y., (1995). Ölçeklerde Geçerlik ve Güvenirlik. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 7,125-148
CR  - Fraenkel, J. R., & Wallen, N. E. How to design and evaluate research in education 2006. Mc Grawall Hill.
CR  - Gay, S. A. ve Aichele, D. B. (1997). Middle school students' understanding of number sense related to percent. School Science and Mathematics, 97 (1), 27–36.
CR  - Gay, A. S. (1990). A study of middle school students’ understanding of number sense related to percent (Doctor of Education, Oklahoma State University, 1990).  Dissertation Abstracts International, UMI No. 9119873.
CR  - Gliner, G.(1991). Factors contributing to success in mathematical estimation in preservice teachers : Types of problems and previous mathematics experience. Educational Studies in Mathematics. 22(6), 595-606.
CR  - Greer, B. (1997). Modelling Reality in Mathematics classroom: The Case of Word Problems, Learning and Instruction, 7 (7), 293- 307.
CR  - Harç, S. (2010). 6. Sınıf öğrencilerinin sayı duyusu kavramı açısından mevcut durumlarının analizi, Yayınlanmış Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
CR  - Hiebert, J. (1984). Children’s mathematics learning: The struggle to link form and understanding. The Elementary School Journal, 84, 496-513.
CR  - Hiebert, J., Carpenter, T. P., & Moser, J. M. (1982). Cognitive development and children's solutions to verbal arithmetic problems. Journal for research in mathematics education, 83-98.
CR  - Hinton, V. (2011). Pre-service teachers’ computational knowledge, efficacy, and number sense skills (Doctoral dissertation).
CR  - Hungerford, T. W. (1994). Future elementary teachers: The neglected Constituency. The American Mathematical Monthly. 101 (1), 15-21.
CR  - Iymen, E., & Paksu, A. D. (2015). Analysis of 8th Grade Students' Number Sense Related to the Exponents in Terms of Number Sense Components. Egitim ve Bilim, 40(177).
CR  - İymen. E, (2012). 8. Sınıf Öğrencilerinin Üslü Ifadeler ile Ilgili Sayı Duyularının Sayı Duyusu Bileşenleri Bakımından Incelenmesi. Yayımlanmamış yüksek lisans tezi, Pamukkale Üniversitesi, Denizli.
CR  - Kamii, C. & Lewis. B. A. (1991). Achievement tests in primary mathematics: Perpetuating lower-order thinking. Arithmetic Teacher, 39(9). 4-9.
CR  - Kaminski, E. (1997). Teacher education students’ number sense: Initial explorations. Mathematics Education Research Journal, 9(2), 225-235. doi: 10.1007/BF03217312
CR  - Kartal, A. (2016). 8. Sınıf Öğrencilerinin Kesirlerde Sayı Duyularının İncelenmesi (Yayımlanmamış Doktora Tezi) . Recep Tayyip Erdoğan Üniversitesi, Sosyal Bilimler Enstitüsü, Rize.
CR  - Kayhan-Altay, M. (2010). İlköğretim İkinci Kademe Öğrencilerinin Sayı Duyularının; Sınıf Düzeyine, Cinsiyete Ve Sayı Duyusu Bileşenlerine Göre İncelenmesi, Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Ankara.
CR  - Kayhan-Altay, M. ve Umay, A. (2011). Sınıf Öğretmeni Adayların Hesaplama Becerileri ve Sayı Duyuları Arasındaki İlişkinin İncelenmesi. e-Journal of New World Sciences Academy, 6(1), 1277-1283.
CR  - Lin, Y. C. (2016). Diagnosing Students' Misconceptions in Number Sense via a Web-Based Two-Tier Test. Eurasia Journal of Mathematics, Science & Technology Education, 12(1).
CR  - Linn, R.L., & Gronlund, N.E. (1995). Measuring and assessment in teaching (7th ed.). Englewood Cliffs, NJ: Prentice-Hall.
CR  - Markovits, Z. & Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for Research in Mathematics Education, 25 (1), 4–29.
CR  - McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12 (3), 2–9.
CR  - Mcmillan, J. H. (2000). Educational Research: Fundamentals fort he consumer. New York: Longman.
CR  - MEB (Milli Eğitim Bakanlığı), (2018). İlköğretim Matematik Dersi 5-8. Sınıflar Öğretim Programı ve Kılavuzu. Ankara: MEB.
CR  - Miles, M. B., Huberman, A. M., Huberman, M. A., & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook: Sage.
CR  - Mohamed, M. ve Johnny, J. (2010). Investigating number sense among students. Procedia Social and Behavioral Sciences, 317-324.
CR  - National Council of Teachers of Mathematics (NCTM) (2000). Principles and standars for school mathematics. Reston, VA: Author.
CR  - Rasch, K. (1992). Mathematical Literacy To Empower Teacher Education Students in the 21st Century: How Can This Become Reality? Paper presented at the National Forum of the Association of Independent Liberal Arts Colleges for Teacher Education, June 5-8, 1992,Maryville University of Saint Louis, Missouri,USA. ERIC Document : ED 351 291.
CR  - Resnick, L. B. (1989). Defining, assessing and teaching number sense. In Establishing foundations for research on number sense and related topics: Report of a conference (pp. 35-39). San Diego State University, Center for Research in Mathematics and Science Education.
CR  - Resnick, L. B. (1983). Mathematics and science learning: A new conception. Science, 220(4596), 477-478. http://dx.doi.org/10.1126/science.220.4596.477
CR  - Reys, R. E. ve 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 (2), 225–237.
CR  - Reys. R.E.. Reys. B. J.. Nohda. N.. & Emori. H. (1995). Mental computation performance and strategy use of Japanese students in grade 2.4.6. and 8. Journal for Research in Mathematics Education, 26. 204-326.
CR  - Reys R. E., Reys, B. J., Nohda, N. lshidda, J., Yoshikawa, S., & Shimizu. K. (1991). Computational estimation performance and strategies used by fifth- and  eighth-grade Japanese students. Journal for Research in Mathematics Education, 22(1 ), 39-58.
CR  - Sengul, S. (2013). Identification of Number Sense Strategies used by Pre-service Elementary Teachers. Educational Sciences: Theory and Practice, 13(3), 1965-1974.
CR  - Singh, P. (2009). An Assessment of Number Sense among Secondary School Students. International Journal for Mathematics Teaching and Learning. http://www.cimt.org.uk/journal/singh.pdf adresinden ulaşılmıştır. Erişim Tarihi: 10/06/2016.
CR  - Sowder, J. T. (1992). Estimation and number sense. In D. 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, NY, England: Macmillan Publishing Co, Inc.
CR  - Stemler, S. (2001). An overview of content analysis. Practical assessment, research & evaluation, 7(17), 137-146.
CR  - 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.
CR  - Tekin, H. (2000). Eğitimde Ölçme ve Değerlendirme. (14. Baskı). Yargı Yayınevi, Ankara.
CR  - Tirosh, D., & Graeber, A. O. (1991). The effect of problem type and common misconceptions on preservice elementary teachers' thinking about division. School Science and Mathematics, 91(4), 157-163.
CR  - Tsao, Y. L. (2004). 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.
CR  - Yaman, H. (2015). Sınıf düzeylerine göre öğretmen adaylarının sayı duyusu performansları. Kastamonu Eğitim Dergisi, 23(2), 739-754.
CR  - Yang, D. C. (1997). Number sense performance and strategies possessed by sixth- and eighth-grade students in Taiwan. Doctoral dissertation, University of Missouri, Columbia, 1995. Dissertation Abstracts International, 57, 3.
CR  - Yang, D. C. (2005). Number sense strategies used by 6th-grade students in Taiwan. Educational Studies, 31, 317-333.
CR  - Yang, D. C. (2007). Investigating the strategies used by pre-service teachers in Taiwan when responding to number sense questions. School Science and Mathematics, 107(7), 293-301.
CR  - Yang, D. C., & Li, M. F. (2008). An investigation of 3rd grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443-455. doi: 10.1080/03055690802288494
CR  - Yang, D. C., & Li, M. N. (2013). Assessment of Animated Self-Directed Learning Activities Modules for Children's Number Sense Development. Journal of Educational Technology & Society, 16(3).
CR  - Yang, D. C., & Lin, Y. C. (2015). Assessing 10-to 11-year-old children’s performance and misconceptions in number sense using a four-tier diagnostic test. Educational Research, 57(4), 368-388.
CR  - Yang, D. C., Reys, R. E., & 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.
CR  - Yapıcı, A. (2013). 5, 6 ve 7. sınıf öğrencilerinin yüzdeler konusunda sayı duyularının incelenmesi, Yayımlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
CR  - Zanzali, N. A. A., & Ghazali, M. (1999). Assessment of school children’s number sense. Proceedings of the International Conference on Mathematics Education into the 21st Century: Societal Challenges: Issues and Approaches. Cairo, Egypt.
UR  - https://doi.org/10.17522/balikesirnef.506441
L1  - https://dergipark.org.tr/en/download/article-file/616186
ER  -