Sayı Kavramına İlişkin Öğrenme Yörüngelerinin Desteklenmesi: Dijital Oyunlar

Year 2020, Volume: 13 Issue: 4, 663 - 684, 23.10.2020

Derya Can

https://doi.org/10.30831/akukeg.692165

Cited By: 4

Abstract

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

Keywords

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

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