Year 2020, Volume 13 , Issue 4, Pages 663 - 684 2020-10-23

Supporting Learning Trajectories for the Development of Number Concept: Digital Games
Sayı Kavramına İlişkin Öğrenme Yörüngelerinin Desteklenmesi: Dijital Oyunlar

Derya CAN [1]


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.

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
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Primary Language en
Subjects Education and Educational Research
Journal Section Articles
Authors

Orcid: 0000-0003-1257-8793
Author: Derya CAN (Primary Author)
Institution: Mehmet Akif Ersoy Üniversitesi
Country: Turkey


Dates

Publication Date : October 23, 2020

Bibtex @research article { akukeg692165, journal = {Journal of Theoretical Educational Science}, issn = {1308-1659}, eissn = {1308-1659}, address = {Eğitim Fakültesi, Eğitim 1 Binası, ANS Kampusu, 03200 / Afyonkarahisar}, publisher = {Afyon Kocatepe University}, year = {2020}, volume = {13}, pages = {663 - 684}, doi = {10.30831/akukeg.692165}, title = {Supporting Learning Trajectories for the Development of Number Concept: Digital Games}, key = {cite}, author = {Can, Derya} }
APA Can, D . (2020). Supporting Learning Trajectories for the Development of Number Concept: Digital Games . Journal of Theoretical Educational Science , 13 (4) , 663-684 . DOI: 10.30831/akukeg.692165
MLA Can, D . "Supporting Learning Trajectories for the Development of Number Concept: Digital Games" . Journal of Theoretical Educational Science 13 (2020 ): 663-684 <https://dergipark.org.tr/en/pub/akukeg/issue/56219/692165>
Chicago Can, D . "Supporting Learning Trajectories for the Development of Number Concept: Digital Games". Journal of Theoretical Educational Science 13 (2020 ): 663-684
RIS TY - JOUR T1 - Supporting Learning Trajectories for the Development of Number Concept: Digital Games AU - Derya Can Y1 - 2020 PY - 2020 N1 - doi: 10.30831/akukeg.692165 DO - 10.30831/akukeg.692165 T2 - Journal of Theoretical Educational Science JF - Journal JO - JOR SP - 663 EP - 684 VL - 13 IS - 4 SN - 1308-1659-1308-1659 M3 - doi: 10.30831/akukeg.692165 UR - https://doi.org/10.30831/akukeg.692165 Y2 - 2020 ER -
EndNote %0 Kuramsal Eğitimbilim Dergisi Supporting Learning Trajectories for the Development of Number Concept: Digital Games %A Derya Can %T Supporting Learning Trajectories for the Development of Number Concept: Digital Games %D 2020 %J Journal of Theoretical Educational Science %P 1308-1659-1308-1659 %V 13 %N 4 %R doi: 10.30831/akukeg.692165 %U 10.30831/akukeg.692165
ISNAD Can, Derya . "Supporting Learning Trajectories for the Development of Number Concept: Digital Games". Journal of Theoretical Educational Science 13 / 4 (October 2020): 663-684 . https://doi.org/10.30831/akukeg.692165
AMA Can D . Supporting Learning Trajectories for the Development of Number Concept: Digital Games. Journal of Theoretical Educational Science. 2020; 13(4): 663-684.
Vancouver Can D . Supporting Learning Trajectories for the Development of Number Concept: Digital Games. Journal of Theoretical Educational Science. 2020; 13(4): 663-684.
IEEE D. Can , "Supporting Learning Trajectories for the Development of Number Concept: Digital Games", Journal of Theoretical Educational Science, vol. 13, no. 4, pp. 663-684, Oct. 2020, doi:10.30831/akukeg.692165