Sayı Kavramına İlişkin Öğrenme Yörüngelerinin Desteklenmesi: Dijital Oyunlar

Öz

Bu araştırmada ABCya (https://www.abcya.com/) uygulamasında yer alan oyunların sayı kavramının gelişimine yönelik öğrenme yörüngelerine göre incelenmesi amaçlanmıştır. Bu amaçla ABCya uygulamasında yer alan oyunlar, sayı kavramının gelişimine ilişkin hangi öğrenme yörüngelerini ve gelişim basamaklarını desteklediği konuusnda incelenmiştir. Nitel araştırma yöntemine dayalı olarak gerçekleştirilen bu araştırmada içerik analizi yöntemi kullanılmıştır. ABCya uygulamasının tercih edilmesinin nedeni, bu uygulamanın küçük yaştaki çocukların matematiksel gelişimini desteklemeye yönelik içeriğe sahip ve dinamik, manipüle edilebilen yapıda oyunlar içermesidir. Oyunlar daha çok 4-6 yaş grubundaki çocuklar için “sayıyı tanılama ve şipşak sayılama” ve “sözel ve nesne sayma” yörüngesini desteklemektedir. “Karşılaştırma, sıralama ve tahmin” yörüngesi için algısal ve sayarak karşılaştırma yapma ve sıralı saymaya yönelik oyunlar bulunurken tahmin becerisini desteklemeye yönelik oyunlar daha sınırlıdır. Bu tür dijital ortamlarda yer alan eğitsel oyunların hem öğretmenlere hem de ailelere tanıtılması oldukça önemli olup çocukların akademik gelişimine katkısı hakkında gerekli bilgilendirmeler sağlanmalıdır

Anahtar Kelimeler

• dijital oyunlar,öğrenme yörüngeleri,sayı duyusu

Supporting Learning Trajectories for the Development of Number Concept: Digital Games

Abstract

The aim of this study is to examine the games in ABCya (https://www.abcya.com/) based on the learning trajectories for the development of number concept. To achieve this aim in the study it was examined which ABC educational game application support the learning trajectory and the development level related to number concept of games. This research was designed in qualitative research methodology based on content analysis method. The ABCya application, which includes a dynamic structure, is suitable for manipulation and includes digital game features with mathematical content which make it appropriate to support the mathematical development of pre-school students. It is seen that the games mostly support the trajectories of the “recognition of number and subitizing” and “verbal and object counting” for the children aged between 4-6. For the trajectory of the “comparing, ordering and estimating numbers” there are games supporting the perceptual and counting comparison and ordinal numbers, but games supporting the estimation skills are limited. It is very important to introduce the digital platforms that include educational game activities to both teachers and families and to inform them about their contribution to academic development of the children.

Keywords

• digital games,learning trajectories,number sense

References

1. Baek, Y. K. (2008). What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games. CyberPsychology and Behavior, 6, 665-671.
2. Baroody, A. J. (2004). The developmental bases for early childhood number and operation standards. In D. H. Clements, J. Sarama & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp.173-219). Mahwah, NJ: Lawrence Erlbaum Associates.
3. Butterworth, B. (1999). The mathematical brain. London: Macmillan.
4. Böke, K. (2009). Sosyal bilimlerde araştırma yöntemleri. İstanbul: Alfa.
5. Case, R., & Griffin, S. (1990). Child cognitive development: The role of central conceptual structures in the development of scientific and social thought. In C. A. Hauret (Ed.), Developmental psychology: Cognitive, perceptuo-motor, and neurophysiological perspectives (pp. 193-230). North-Holland: Elsevier.
6. Clements, D. H. (1999). ‘‘Concrete’’ manipulatives, concrete ideas. Contemporary Issues in Early Childhood, 1, 45–60.
7. Clements, D. H. (2002). Computers in early childhood mathematics. Contemporary Issues in Early Childhood, 3(2), 160-181.
8. Clements, D. H., & Sarama, J. (2007). Effects of a preschool mathematics curriculum: Summative research on the Building Blocks project. Journal for Research in Mathematics Education, 38, 136–163.

9. Clements, D. H. & Sarama, J. (2014). Developing young children’s mathematical thinking and understanding. In S. Robson,S. F. Quinn (eds.) The Routledge International Handbook of Young Children’s Thinking and Understanding. Routledge: New York.
10. Demirbilek, M. & Tamer, S. L. (2010). Math teachers’ perspectives on using educational computer games in math education. Procedia Social and Behavioral Sciences, 9, 709-716.
11. Downe-Wambolt, B. (1992). Content analysis: method, applications and issues. Health Care for Women International, 13, 313-321.
12. Geary, D. C. (2003). Arithmetical development: Commentary and future directions. In A. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 453-464). Mahwah, NJ: Erlbaum.
13. Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press.
14. Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293 – 304. Ginsburg, H. P. (1989). Children's arithmetic (2nd ed.). Austin, TX: Pro-Ed.
15. Jordan, N. C., Glutting, J., Ramineni, C. (2008). A number sense assessment tool for identifying children at risk for mathematical difficulties. In: Dowker A, (Ed.), Mathematical difficulties: Psychology and intervention (pp. 45–58). Academic Press: San Diego, CA.
16. Jovanova-Mitkovska, S. (2018). Computer games and the development of mathematical concepts. Paper at the VI. International Scientific Conference, Slovenia, 2-4 July, pp.133-138.
17. Kirriemuir, J. and McFarlane, A. (2004) Literature Review in Games and Learning, A NESTA Futurelab Research report - report 8. 2004. Available at: https://telearn.archivesouvertes.fr/hal-00190453/file/kirriemuir-j-2004-r8.pdf.
18. Koh, E., Kin, Y. G., Wadhwa, B., & Lim, J. (2012). Teacher perception of games in Singapore Schools. Simulation & Gaming, 43(1), 51-66.
19. Levine, S. C., Jordan, N. C. & Huttenlocher, J. (1992). Development of calculation abilities in young children. Journal of Experimental Child Psychology, 53, 72-103.
20. Manginas, G. & Nikolantonakis, C. (2018). The contribution of mathematics online games to qualitive differentiation and intrinsic motivation of students with mild intellectual disabilities. European Journal of Special Education Research, 3(1), 58-81.
21. McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. TEEM (Teachers evaluating educational multimedia), Cambridge.
22. Miller, T. (2018). Developing numeracy skills using interactive technology in a play-based learning environment. International Journal of STEM Education, 5 (39), 2-11. Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2002). What are virtual manipulatives? Teaching Children Mathematics,8(6), 372–377.
23. Moyer-Packenham, P. S., Shumway, J. F., Bullock, E., Tucker, S. I., Anderson-Pence, K. L., Westenskow, A., Boyer-Thurgood, J., Maahs-Fladung, C., Symanzik, J., Mahamane, S., MacDonald, B., & Jordan, K. (2015). Young children’s learning performance and efficiency when using virtual manipulative mathematics iPad apps. Journal of Computers in Mathematics and Science Teaching, 34(1), 41–69.
24. NCTM (2000). Principles and Standards for School Mathematics. Reston, Va. NCTM.
25. Ortiz, E. (2017). Pre-service teachers’ ability to identify and implement cognitive levels in mathematics learning. Issues in the Undergraduate Mathematics Preparation of School Teachers, 3, 1-14.
26. Pope, H. & Mangram, C. (2015). Wuzzit Trouble: The influence of a digital math game on student number sense. International Journal of Serious Games, 2(4), 5-21.
27. Rogowsky, B. A., Terwilliger, C. C., Young, C. A. & Kribbs, E. E. (2017). Playful learning with technology: the effect of computer-assisted instruction on literacy and numeracy skills of pre-schoolers. International Journal of Play, (7)1, DOI:10.1080/21594937.2017.1348324.
28. Rutter, J. & Bryce, J. (2006). Understanding digital games. London: Sage Publications.
29. Samur, Y. (2012). Measuring engagement effects of educational games and virtual manipulatives on mathematics. (Unpublished Doctor of Philosophy Dissertation). Virginia Polytechnic Institute and State University, Virginia, USA.
30. Sarama, J. & Clements, D. H. (2009b). Teaching math in the primary grades: The learning trajectories approach. National Association for the Education of Young Children, 64(2), 63-65.
31. Sarama, J., & Clements, D. H. (2016). Physical and virtual manipulatives: What is “concrete”? In P. S. Moyer-Packenham (Ed.), International perspectives on teaching and learning mathematics with virtual manipulatives (Vol. 3, pp. 71–93). Switzerland: Springer International Publishing.
32. Sarama, J., & Clements, D. H. (2009a). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge. Siegler, R. S., & Booth, J. L. (2004). Development of numerical estimation in young children. Child Development, 75, 428 – 444.
33. Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for research in mathematics education, 26(2), 114-145. Starkey, P., & Cooper, R. G. (1980). Perception of numbers by human infants. Science, 210(4473), 1033-1035.
34. Wale, C. M. (2013). Evaluation of the effect of a digital mathematics game on academic achievement. (Published Doctor of Philosophy Dissertation). University of Northern Colorado, Greeley.
35. Watson, W. R., Yang, S., & Ruggiero, D. (2012). Games in schools: teachers’ perceptions of barriers to game-based learning. Paper at the AECT International Convention, Louisville, October 30-November 3, pp. 229-238.
36. Wilson, P. H., Mojica, G. F., & Confrey, J. (2013). Learning trajectories in teacher education: Supporting teachers’ understandings of students’ mathematical thinking. The Journal of Mathematical Behavior, 32(2), 103-121.
37. Wu, M. (2015). Teachers' experience, attitudes, self-efficacy and perceived barriers to the use of digital game-based learning: A survey study through the lens of a typology of educational digital games.(Unpublished Doctor of Philosophy Dissertation). Michigan State University, Michigan.
38. Wynn, K. (1992). Addition and subtraction by human infants. Nature, 27, 749 – 750.
39. Xu, F., & Spelke, E. S. (2000). Large number discrimination in 6-month-old infants. Cognition, 74(1), 1-11.