Bu çalışmanın amacı üslü sayılar ile ilgili sayı duyusunun, sayı duyusu bileşenleri bakımından
incelenmesinde kullanılabilecek bir ölçek geliştirmektir. Bunun için üslü sayı formlarını içeren 13
sorudan oluşan bir taslak ölçek oluşturulmuştur. Sorular alanyazında belirtilen 5 sayı duyusu
bileşenine yönelik hazırlanmıştır. Uygulanan pilot çalışma ve uzman görüşleri doğrultusunda bu
taslak form üzerinden düzeltmeler yapılmıştır. Ölçek yapılan düzeltmeler sonucunda son halini
almıştır.
Greeno, H. G. (1991). Number sense as situated knowing in a conceptual domain source. Journal for Research in Mathematics Education, 22(3), 170-218.
Kayhan-Altay, M. (2010). İlköğretim İkinci Kademe Öğrencilerinin Sayı Duyularının; Sınıf Düzeyine, Cinsiyete Ve Sayı Duyusu Bileşenlerine Göre İncelenmesi, Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Ankara.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(1), 563-575.
Markovits, Z. ve Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for Research in Mathematics Education, 25 (1), 4–29.
Markovits, Z. ve Pang, J. (2007). The ability of sixth grade students in Korea and Israel to cope with number sense tasks. In Woo, J. H., Lew, H. C., Park, K. S., & Seo, D. Y. (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of
Mathematics Education (Vol. 3, pp. 241–248) Seoul: PME.
McIntosh, A., Reys, B. J. ve Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2-9.
National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
Reys, R. E. ve Yang, D. C. (1998). Relationship between computational performance and number sense among sixth- and eighth- grade students in Taiwan. Journal for Research in Mathematics Education, 29 (2), 225–237.
Reys, R., Reys, B., McIntosh, A., Emanuelsson, G., Johansson, B., ve Yang, D. C. (1999). Assessing number sense of Students in Australia, Sweeden, Taiwan, and the United States. School Science and Mathematics, 99 (2), 61–70.
Sowder, J. T. ve Schappelle, B. P. (Eds.) (1989). Establishing foundations for research on number sense and related topics: Report of a conference. San Diego, CA: San Diego State University, Center for Research in Mathematics and Science Education.
Yang, D. C. ve Huang, F. Y. (2004). Relationships among computational performance, pictorial representation, symbolic representation, and number sense of sixth grade students in Taiwan. Educational Studies, 30 (4), 373–389
Yang, D. C. (2005). Number sense strategies used by 6th-grade students in Taiwan. Educational Studies, 31, 317-333.
DEVELOPMENT OF NUMBER SENSE SCALE RELATED TO EXPONENTIALS
The aim of this study was to develop a scale to analyze exponential number sense using number
sense as a theoretical framework. A draft scale was first developed consisting of 13 questions
related to exponential numbers. The questions were related to the 5 components of number sense.
The draft scale was revised based on the results of the pilot study and feedback from experts. The
final version of the scale consisted of 13 questions.
Greeno, H. G. (1991). Number sense as situated knowing in a conceptual domain source. Journal for Research in Mathematics Education, 22(3), 170-218.
Kayhan-Altay, M. (2010). İlköğretim İkinci Kademe Öğrencilerinin Sayı Duyularının; Sınıf Düzeyine, Cinsiyete Ve Sayı Duyusu Bileşenlerine Göre İncelenmesi, Yayınlanmamış Doktora Tezi, Hacettepe Üniversitesi, Ankara.
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel Psychology, 28(1), 563-575.
Markovits, Z. ve Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for Research in Mathematics Education, 25 (1), 4–29.
Markovits, Z. ve Pang, J. (2007). The ability of sixth grade students in Korea and Israel to cope with number sense tasks. In Woo, J. H., Lew, H. C., Park, K. S., & Seo, D. Y. (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of
Mathematics Education (Vol. 3, pp. 241–248) Seoul: PME.
McIntosh, A., Reys, B. J. ve Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2-9.
National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
Reys, R. E. ve Yang, D. C. (1998). Relationship between computational performance and number sense among sixth- and eighth- grade students in Taiwan. Journal for Research in Mathematics Education, 29 (2), 225–237.
Reys, R., Reys, B., McIntosh, A., Emanuelsson, G., Johansson, B., ve Yang, D. C. (1999). Assessing number sense of Students in Australia, Sweeden, Taiwan, and the United States. School Science and Mathematics, 99 (2), 61–70.
Sowder, J. T. ve Schappelle, B. P. (Eds.) (1989). Establishing foundations for research on number sense and related topics: Report of a conference. San Diego, CA: San Diego State University, Center for Research in Mathematics and Science Education.
Yang, D. C. ve Huang, F. Y. (2004). Relationships among computational performance, pictorial representation, symbolic representation, and number sense of sixth grade students in Taiwan. Educational Studies, 30 (4), 373–389
Yang, D. C. (2005). Number sense strategies used by 6th-grade students in Taiwan. Educational Studies, 31, 317-333.
Eymen İkizoğlu, E., & Duatepe Paksu, A. (2016). ÜSLÜ İFADELER İLE İLGİLİ SAYI DUYUSU ÖLÇEĞİNİN GELİŞTİRİLMESİ. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(41), 42-65.