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Ortaokul Öğrencilerinin Yüzdeler Konusunda Sayı Duyularının İncelenmesi

Year 2017, Volume: 17 Issue: 4, 2221 - 2243, 08.12.2017
https://doi.org/10.17240/aibuefd.2017..-337984

Abstract

Çalışmanın amacı ortaokul
öğrencilerinin yüzdeler konusunda sayı duyularının incelenmesidir. Araştırmanın
örneklemi, Türkiye’nin Kırıkkale ilinde bulunan dört farklı ortaokulun 5, 6 ve
7. sınıflarında öğrenim gören toplam 454 öğrenciden oluşmaktadır. Veriler, sayı
duyusu bileşenleri dikkate alınarak araştırmacılar tarafından geliştirilen Yüzdeler Konusu ile ilgili Sayı duyusu Testi
ile toplanmıştır. Bu bileşenler hesaplamada esneklik, görsel temsil ve
kıyaslama (referans) noktası kullanımı bileşenleridir. Verilerin analizinde,
yüzde problemlerinde öğrenciler tarafından kullanılan stratejiler incelenmiş ve
bu stratejilerin kullanım sıklığı betimsel analiz yöntemi kullanılarak
hesaplanmıştır. Çalışmanın sonucunda öğrencilerin yüzdeler konusunda sayı
duyularının oldukça düşük olduğu saptanmıştır. Öğrenciler genellikle yüzde
problemlerinin çözümünde sayı duyusu kullanımı yerine kural odaklı çözüm
yollarını kullanma eğilimi göstermişlerdir. Öğrenciler, yaklaşık değeri bulma
veya tahminle ilgili problemlerde bile pratik çözümler kullanmak yerine daha
fazla zaman alan işlemsel yolları tercih etmişlerdir.  

References

  • Allinger, G. D., & Payne, J.N. (1986). Estimation and mental arithmetic with percent. In H. L. Schoen (Ed.), Estimation and mental computation (pp. 141- 155). Reston, VA: National Council of Teachers of Mathematics.
  • Çekirdekçi, S., Şengül, S., & Doğan, M. C. (2016). 4. sınıf öğrencilerinin sayı hissi ile matematik başarıları arasındaki ilişkinin incelenmesi. [Examining the relationship between number sense and mathematics achievement of the 4th grade students]. Qualitative Studies (NWSAQS), E0028, 11 (4), 48-66.
  • Dole, S., Cooper, T. J., Baturo, A. R., & Conoplia, Z. (1997). Year 8, 9 and 10 students' understanding and access of percent knowledge. In F. Biddulph & K. Carr (Eds.), Proceedings of the 20th Annual Conference of the Mathematics Education Research Group of Australasia, (pp. 7-11). Rotorua, New Zealnad: MERGA.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th edition). USA: McGrawHill, Inc.
  • Gay, A. S. (1990). A study of middle school students’ understanding of number sense related to percent (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 9119873)
  • Gay, S. A., & 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 source. Journal for Research in Mathematics Education, 22 (3), 170–218.
  • Gucken, J. E. (1986). Construction, validation, and use of a diagnostic test in percent for high school (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 8611859)
  • Gülbağcı Dede, H., & Şengül, S. (2016). İlköğretim ve ortaöğretim matematik öğretmen adaylarının sayı hissinin incelenmesi. [An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers' Number Sense]. Turkish Journal of Computer and Mathematics Education, 7 (2). 285-303. doi: 10.16949/turcomat.96275
  • Harç, S. (2010). 6. sınıf öğrencilerinin sayı duyusu kavramı açısından mevcut durumlarının analizi (Yüksek Lisans Tezi). Marmara Üniversitesi, İstanbul, Türkiye.
  • Hope, J. (1989). Promoting number sense in school. Arithmetic Teacher, 36 (6), 12–16.
  • Howden, H. (1989). Teaching number sense. Arithmetic Teacher, 36 (6), 6–11.
  • İymen, E. (2012). 8. sınıf öğrencilerinin üslü ifadeler ile ilgili sayı duyularının sayı duyusu bileşenleri bakımından incelenmesi (Yüksek lisans tezi). Pamukkale Üniversitesi, Denizli, Türkiye.
  • İymen, E., & Duatepe Paksu, A. (2015). 8. sınıf öğrencilerinin üslü ifadeler ile ilgili sayı duyularının sayı duyusu bileşenleri bakımından incelenmesi. Eğitim ve Bilim, 40 (177), 109-125. doi: 10.15390/EB.2015.2710
  • Kayhan Altay (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi (Doktora Tezi). Hacettepe Üniversitesi, Ankara, Türkiye.
  • Kayhan Altay, M., & Umay, A. (2013). İlköğretim ikinci kademe öğrencilerine yönelik sayı duyusu ölçeği’nin geliştirilmesi. [The development of number sense scale towards middle grade students]. Education and Science, 38 (167), 241-255.
  • Kircher, H. W. (1926). Study of percentage in grade VII A. The Elementary School Journal, 27 (4), 281-289.
  • Koay, P. L. (1998). The knowledge of percent of pre-service teachers. The Mathematics Educator, 3(2), 54-69.
  • Lembke, L. O. (1991). The development of concepts and strategies used in solving percent problems (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 9133614).
  • Lembke, L. O., & Reys, B. J. (1994). The development of, and interaction between, intuitive and school-taught ideas about percent. Journal for Research in Mathematics Education, 25 (3), 237-259.
  • 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.
  • Ministry of National Education [MoNE] (2013). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi. Retrieved in February 6 from http://ttkb.meb.gov.tr/program2.aspx
  • Mohamed, M., & Johnny, J. (2010). Investigating number sense among students. Procedia Social and Behavioral Sciences, 317-324.
  • National Center for Education Statistics [NAEP] (1996). Questions tool, sample questions. Retrieved in February 6 from https://nces.ed.gov/NationsReportCard/nqt/Search
  • National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
  • Parker, M., & Leinhardt, G. (1995). Percent: A privileged proportion. Review of Educational Research, 65(4), 421-481.
  • Risacher, B. F. (1992). Knowledge growth of percent during the middle school years. (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 9319088).
  • Reys, R., Reys, B., McIntosh, A., Emanuelsson, G., Johansson, B., & Yang, D. C. (1999). Assessing number sense of students in Australia, Sweeden, Taiwan, andthe United States. School Science and Mathematics, 99 (2), 61–70.
  • Singh, P. (2009). An assessment of number sense among secondary school students. International Journal for Mathematics Teaching and Learning, 1 – 27 (ISSN 1473 – 0111).
  • Şengül, S., & 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.,Gülbağcı, H., & Gerez Cantimer, G. (2012). 6. sınıf öğrencilerinin yüzde kavramı ile ilgili sayı hissi stratejilerinin incelenmesi. [Examining the number sense strategies about percent of 6th grade students] The Journal of Academic Social Science Studies, 5(8), 1055-1070. doi: http://dx.doi.org/10.9761/JASSS_407
  • Trafton, P. R. (1989). Reflections to the Number Sense Conference. In J. T. Sowder and B. P. Schappelle (Eds.), Establishing foundations for research on number sense and related topics: Report of a conference, (pp 74-78) San Diego, CA: San Diego State University, Center for Research in Mathematics and Science Education.
  • Wiebe, J. H. (1986). Manipulating percentages. Mathematics Teacher, 79, 23-26.
  • Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. Pearson Education, Inc.
  • Yaman, H. (2015). The mathematics education I and II courses’ effect on teacher candidates’ development of number sense. Educational Sciences: Theory & Practice, 15 (4), 1119-1135. doi: 10.12738/estp.2015.4.2322
  • Yang, D. C. (1995). Number sense performance and strategies possessed by sixth and eighth grade students in Taiwan (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 9705388).
  • Yang, D. C. (2005). Number sense strategies used by 6th grade students in Taiwan. Educational Studies, 31(3), 317-333.
Year 2017, Volume: 17 Issue: 4, 2221 - 2243, 08.12.2017
https://doi.org/10.17240/aibuefd.2017..-337984

Abstract

References

  • Allinger, G. D., & Payne, J.N. (1986). Estimation and mental arithmetic with percent. In H. L. Schoen (Ed.), Estimation and mental computation (pp. 141- 155). Reston, VA: National Council of Teachers of Mathematics.
  • Çekirdekçi, S., Şengül, S., & Doğan, M. C. (2016). 4. sınıf öğrencilerinin sayı hissi ile matematik başarıları arasındaki ilişkinin incelenmesi. [Examining the relationship between number sense and mathematics achievement of the 4th grade students]. Qualitative Studies (NWSAQS), E0028, 11 (4), 48-66.
  • Dole, S., Cooper, T. J., Baturo, A. R., & Conoplia, Z. (1997). Year 8, 9 and 10 students' understanding and access of percent knowledge. In F. Biddulph & K. Carr (Eds.), Proceedings of the 20th Annual Conference of the Mathematics Education Research Group of Australasia, (pp. 7-11). Rotorua, New Zealnad: MERGA.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th edition). USA: McGrawHill, Inc.
  • Gay, A. S. (1990). A study of middle school students’ understanding of number sense related to percent (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 9119873)
  • Gay, S. A., & 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 source. Journal for Research in Mathematics Education, 22 (3), 170–218.
  • Gucken, J. E. (1986). Construction, validation, and use of a diagnostic test in percent for high school (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 8611859)
  • Gülbağcı Dede, H., & Şengül, S. (2016). İlköğretim ve ortaöğretim matematik öğretmen adaylarının sayı hissinin incelenmesi. [An Investigation of Pre-Service Elementary and Secondary Mathematics Teachers' Number Sense]. Turkish Journal of Computer and Mathematics Education, 7 (2). 285-303. doi: 10.16949/turcomat.96275
  • Harç, S. (2010). 6. sınıf öğrencilerinin sayı duyusu kavramı açısından mevcut durumlarının analizi (Yüksek Lisans Tezi). Marmara Üniversitesi, İstanbul, Türkiye.
  • Hope, J. (1989). Promoting number sense in school. Arithmetic Teacher, 36 (6), 12–16.
  • Howden, H. (1989). Teaching number sense. Arithmetic Teacher, 36 (6), 6–11.
  • İymen, E. (2012). 8. sınıf öğrencilerinin üslü ifadeler ile ilgili sayı duyularının sayı duyusu bileşenleri bakımından incelenmesi (Yüksek lisans tezi). Pamukkale Üniversitesi, Denizli, Türkiye.
  • İymen, E., & Duatepe Paksu, A. (2015). 8. sınıf öğrencilerinin üslü ifadeler ile ilgili sayı duyularının sayı duyusu bileşenleri bakımından incelenmesi. Eğitim ve Bilim, 40 (177), 109-125. doi: 10.15390/EB.2015.2710
  • Kayhan Altay (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi (Doktora Tezi). Hacettepe Üniversitesi, Ankara, Türkiye.
  • Kayhan Altay, M., & Umay, A. (2013). İlköğretim ikinci kademe öğrencilerine yönelik sayı duyusu ölçeği’nin geliştirilmesi. [The development of number sense scale towards middle grade students]. Education and Science, 38 (167), 241-255.
  • Kircher, H. W. (1926). Study of percentage in grade VII A. The Elementary School Journal, 27 (4), 281-289.
  • Koay, P. L. (1998). The knowledge of percent of pre-service teachers. The Mathematics Educator, 3(2), 54-69.
  • Lembke, L. O. (1991). The development of concepts and strategies used in solving percent problems (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 9133614).
  • Lembke, L. O., & Reys, B. J. (1994). The development of, and interaction between, intuitive and school-taught ideas about percent. Journal for Research in Mathematics Education, 25 (3), 237-259.
  • 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.
  • Ministry of National Education [MoNE] (2013). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi. Retrieved in February 6 from http://ttkb.meb.gov.tr/program2.aspx
  • Mohamed, M., & Johnny, J. (2010). Investigating number sense among students. Procedia Social and Behavioral Sciences, 317-324.
  • National Center for Education Statistics [NAEP] (1996). Questions tool, sample questions. Retrieved in February 6 from https://nces.ed.gov/NationsReportCard/nqt/Search
  • National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
  • Parker, M., & Leinhardt, G. (1995). Percent: A privileged proportion. Review of Educational Research, 65(4), 421-481.
  • Risacher, B. F. (1992). Knowledge growth of percent during the middle school years. (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 9319088).
  • Reys, R., Reys, B., McIntosh, A., Emanuelsson, G., Johansson, B., & Yang, D. C. (1999). Assessing number sense of students in Australia, Sweeden, Taiwan, andthe United States. School Science and Mathematics, 99 (2), 61–70.
  • Singh, P. (2009). An assessment of number sense among secondary school students. International Journal for Mathematics Teaching and Learning, 1 – 27 (ISSN 1473 – 0111).
  • Şengül, S., & 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.,Gülbağcı, H., & Gerez Cantimer, G. (2012). 6. sınıf öğrencilerinin yüzde kavramı ile ilgili sayı hissi stratejilerinin incelenmesi. [Examining the number sense strategies about percent of 6th grade students] The Journal of Academic Social Science Studies, 5(8), 1055-1070. doi: http://dx.doi.org/10.9761/JASSS_407
  • Trafton, P. R. (1989). Reflections to the Number Sense Conference. In J. T. Sowder and B. P. Schappelle (Eds.), Establishing foundations for research on number sense and related topics: Report of a conference, (pp 74-78) San Diego, CA: San Diego State University, Center for Research in Mathematics and Science Education.
  • Wiebe, J. H. (1986). Manipulating percentages. Mathematics Teacher, 79, 23-26.
  • Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. Pearson Education, Inc.
  • Yaman, H. (2015). The mathematics education I and II courses’ effect on teacher candidates’ development of number sense. Educational Sciences: Theory & Practice, 15 (4), 1119-1135. doi: 10.12738/estp.2015.4.2322
  • Yang, D. C. (1995). Number sense performance and strategies possessed by sixth and eighth grade students in Taiwan (Doctoral Dissertation). Available from ProQuest Dissertations and Theses Full Text database. (UMI No. 9705388).
  • Yang, D. C. (2005). Number sense strategies used by 6th grade students in Taiwan. Educational Studies, 31(3), 317-333.
There are 37 citations in total.

Details

Journal Section Articles
Authors

Ayşenur Yapıcı This is me

Mesture Kayhan Altay This is me

Publication Date December 8, 2017
Submission Date September 13, 2017
Published in Issue Year 2017 Volume: 17 Issue: 4

Cite

APA Yapıcı, A., & Kayhan Altay, M. (2017). Ortaokul Öğrencilerinin Yüzdeler Konusunda Sayı Duyularının İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(4), 2221-2243. https://doi.org/10.17240/aibuefd.2017..-337984