Matematik Öğrenme Güçlüğü ve Sayı Hissi

Yıl 2022, Cilt: 1 Sayı: 1, 105 - 127, 29.07.2022

Sıla Doğmaz Tunalı , Vesile Yıldız Demirtaş

Öz

Sayı hissi, bir kişinin sayı ve işlemlere ilişkin genel anlayışının yanı sıra bu anlayışı esnek yollarla matematiksel yargılarda bulunmak ve sayılar ve işlemlerle başa çıkmak için yararlı stratejiler geliştirmek için kullanma yeteneği ve eğilimini ifade eder. Matematik öğrenme güçlüğü (Diskalkuli), normal ve normalüstü zekâya, duygusal istikrara, eğitsel fırsatlara ve motivasyona rağmen aritmetik becerilerin edinimini etkileyen, netice olarak bireyin başarısının beklenen performans düzeyinin altında kalması olarak kendini gösteren özel bir öğrenme güçlüğü olarak tanımlanabilir. Diskalkulik çocuklar matematiksel düşünmeyle meşgul olurken, sayı hissi kendini çeşitli şekillerde gösterir. Özellikle, çocukların yazılı hesaplama, zihinsel hesaplama, hesap makineleri ve tahmin dahil olmak üzere hesaplama yöntemlerini seçmesi, geliştirmesi ve kullanmasında önemli bir etkendir. Bu araştırma ile matematik öğrenme güçlüğü ile sayı hissi arasındaki ilişkiyi açıklamak amaçlanmıştır. Araştırma kapsamında 1-8. Sınıfa devam eden matematik öğrenme güçlüğü olan veya matematik öğrenme güçlüğü olma riski altında olan çocukların sayı hislerinin geliştirmesine yönelik müdahalelerin yer aldığı üç araştırma incelenmiştir.

Anahtar Kelimeler

Matematik, öğrenme güçlüğü, Sayı hissi, Diskalkuli

Mathematics Learning Disability and Number Sense

Öz

Number sense refers to a person's general understanding of numbers and operations, as well as the ability and disposition to use this understanding to make mathematical judgments in flexible ways and to develop useful strategies for dealing with numbers and operations. Mathematics learning disability (Dyscalculia) can be defined as a special learning disability that affects the acquisition of arithmetic skills despite normal and high intelligence, emotional stability, educational opportunities and motivation, and as a result, the success of the individual is below the expected performance level. As children with dyscalculia engage in mathematical thinking, the sense of number manifests itself in various ways. In particular, it is an important factor in children's selection, development, and use of computational methods, including written calculation, mental calculation, calculators, and estimation. The aim of this research is to explain the relationship between math learning disability and number sense. Within the scope of the research, three studies that included interventions for the development of number sense of children with mathematics learning disability or at risk of having mathematics learning disability who is 1-8 grades were examined. 

Anahtar Kelimeler

Mathematics, Learning disability, Number sense, Dyscalculia

Kaynakça

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