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Sınıf Öğretmenlerinin ve Matematik Öğretmenlerinin Kullandıkları Sayı Duyusu Stratejilerin İncelenmesi

Year 2021, Volume: 7 Issue: 1, 48 - 61, 30.04.2021

Abstract

Bu çalışmada matematik öğretmenlerinin ve sınıf öğretmenlerinin sayı duyusu problemlerinde kullandıkları stratejilerin incelenmesi amaçlanmıştır. Bu çalışma da nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Araştırmanın katılımcıları, Adana ilinde görev yapan 15'i matematik öğretmeni ve 15'i sınıf öğretmeni olmak üzere 30 öğretmenden oluşmaktadır. Veri toplama aracı olarak Sayı Duyusu Testi kullanılmıştır. Sayı Duyusu Testi beş sayı duyusu bileşenini içeren 25 maddeden oluşmaktadır. Veri toplama aracından elde edilen veriler, nitel araştırma analiz teknikleri ile çözümlenmiştir. Öğretmenlerin çözümlerinde kullandıkları stratejiler; sayı duyusu temelli strateji, kısmen sayı duyusu temelli strateji, kural temelli strateji olarak ve açıklamasız biçimde sınıflandırılmıştır. Verilerin analizinden elde edilen bulgular, matematik öğretmenlerinden elde edilen problem çözümlerinin %58,9‟unda sayı duyusu temelli stratejilerin, %28,8‟inde kural temelli stratejilerin, sınıf öğretmenlerinin çözümlerinin %32,8‟sinde sayı duyusu temelli stratejilerin, %55,4 ünde kural temelli stratejilerin kullanıldığı görülmüştür.

References

  • Altay, M. (2010).İlköğretim ikinci kademe öğrencilerin sayı duyularının; sınıf düzeylerine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi. Yayımlanmış Doktora Tezi, Ankara: Hacettepe Üniversitesi Sosyal Bilimleri Enstitüsü.
  • Altay, M. K & Umay, A. (2011). Sınıf öğretmeni adaylarının hesaplama becerileri vesayı duyuları arasındaki ilişkinin incelenmesi. e-Journal of New World SciencesAcademy, 6 (1), 1277-1283.
  • Aunio, P., Ee, J., Lim, S. E. A., Hautamäki, J., & Van Luit, J. (2004). Young children's number sense in Finland, Hong Kong and Singapore. International Journal of Early Years Education, 12(3), 195-216.
  • Courtney-Clarke, M. A. E. (2012). Exploring the number sense of final year primary preservice teachers (Master’s Thesis). Stellenbosch University, Stellenbosch.
  • Creswell, J. W. (2015). Nitel Araştırma Yöntemleri (2. baskı). Ankara: Siyasal Kitabevi
  • Er, Z. ve Artut, P. D. (2015). An investigation of number sense of elementary school teachers ın terms of number sense components. The 3rd International Congress on Curriculum and Instruction, 22-24 October 2015, Cukurova Universty, Adana, Turkey.
  • Er, Z., & Artut, P. D. (2017) Investigation of number sense strategies used by eight grade on the subject of natural numbers, decimal numbers, fractions, percentages of eight grade students. International Journal of Social Sciences and Education Research, 3(1), 218-229.
  • Er, Z., & Artut, P. D. (2018). Investigation of Number Sense Strategies Used by the 8th Grade Students in Turkey. Journal of Education and Training Studies, 6(7), 108-113.
  • Graeber, A. O., & Tirosh, D. (1990). Insights fourth and fifth graders bring to multiplication and division with decimals. Educational Studies in Mathematics,21(6), 565-588.
  • Greer, B. (1987). Nonconservation of multiplication and division involving decimals. Journal for Research in Mathematics Education, 18(1), 37-45.
  • Harç, S. (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcutdurumlarının analizi.Yüksek lisans tezi. Marmara Üniversitesi, İstanbul.
  • İymen, E.(2012).8. Sınıf öğrencilerinin üslü ifadeler ile ilgili sayı duyularının sayı duyusu bileşenleri bakımından incelenmesi. Yüksek lisans tezi. Pamukkkale Üniversitesi, Denizli.
  • Kılıç, Ç. (2011). NCTM İlkelerinde ve İlköğretim Matematik Dersi (1.-.5 Sınıflar) Öğretim Programında Sayı Hissi. I.Uluslararası Eğitim Programları ve Öğretimi Kongresi, 5-7 Ekim 2011, Eskişehir, 264-265.
  • Markovits, Z., & Pang, J. (2007, July). The ability of sixth grade students in Korea and Israel to cope with number sense tasks. In Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education , 3, 241-248.
  • Markovits, Z., & Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for research in mathematics education, 4-29.
  • McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12 (3), 2-8.
  • Milli Eğitim Bakanlığı (MEB). (2011). İlköğretim okulu matematik öğretim program ve kılavuzu (1-5. sınıflar). Ankara: Yazar.
  • National Council of Teachers of Mathematics (NCTM). (2000). The principles and standards for school mathematics. Reston, VA: Author.
  • Olkun, S. (2012). Sayı hissi nedir? Neden önemlidir? Nasıl gelişir? http://www.vitaminogretmen.com/dokumanlar/6606 adresinden 19 Eylül 2015 tarihinde indirilmiştir.
  • Pike, Christopher D. & Forrester, Michael A. (1997). The influence of number sense on children's ability to estimate measures. Educational Psychology, 17(4), 483-500.
  • Reys, R. E., & 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, 225-237.
  • Reys, B. J., Kim, O. K., ve Bay, J. M. (1999). Establishing fraction benchmarks. Mathematics Teaching in the Middle School, 4 (8), 530–532.
  • Singh, P. (2009). An Assessment of Number Sense among Secondary School Students. International Journal for Mathematics Teaching and Learning.
  • Sengul, S., & Gulbagci, H. (2012). An investigation of 5th grade Turkish students’ performance in number sense on the topic of decimal numbers. Procedia-Social and and Behavioral Sciences 46 (2012): 2289-2293.
  • Şengül, S. (2013). Sınıf öğretmeni adaylarının kullandıkları sayı duyusu stratejilerinin belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri,13(3), 1951-1974.
  • Şengül, S., & Dede, H. G. (2014). The Strategies of Mathematics Teachers When Solving Number Sense Problems. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 5(1), 73-88.
  • Şengül, S., & Dede, H. G. (2013). An Investigation of Classifıcation of Number Sense Components. International Journal of Social Science. Volume 6 Issue 8 , p. 645-664, October 2013.
  • Tsao, Y. L. (2012). Number sense of pre-service teachers. Research in Higher Education Journal, 16, 1.
  • Tsao, Y. L., & Lin, Y. C. (2011). The study of number sense and teaching practice. Journal of Case Studies in Education, 2(1), 1-14.
  • Tsao, Y. L. (2004). Effects of a problem-solving-based mathematics course on number sense of preservice teachers. Journal of College Teaching and Learning, 1(2), 33-49.
  • Tsao, Y. L. (2005). The number sense of pre-servıce elementary school teachers. College Student Journal, 39 (4), 647-679.
  • Yaman, H. (2014). Sınıf seviyelerine göre öğretmen adaylarının sayı duyusu performansları. Kastamonu Eğitim Dergisi, 23(2), 739-754.
  • Yang, D. C. (2007). Investigating the strategies used by pre‐service teachers in Taiwan when responding to number sense questions. School Science and Mathematics, 107(7), 293-301.
  • Yang, D. C., Reys, R. E., ve Reys, B. J. (2007). Number sense strategies used by preservice teachers in Taiwan. International Journal of Science and Mathematics Education, 7, 383–403
  • Yılmaz, R. (2018). Sınıf Öğretmeni Adaylarının Rutin Olmayan Problemleri Çözme Süreçleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi,2(21), 30-49
  • Zaslavsky, C. (2001). Developing number sense: What can other cultures tell us? Teaching Children Mathematics, 7 (6), 312–319.

Investigation of Number Sense Strategies used by Primary School Teachers and Mathematics Teachers

Year 2021, Volume: 7 Issue: 1, 48 - 61, 30.04.2021

Abstract

The present study aims to investigate the strategies that are used by mathematics teachers and primary school teachers in number sense problems. This study was designed as a case study, one of the qualitative research methods. The participants of the study consisted of 30 teachers, 15 of whom were mathematics teachers and 15 of whom were primary school teachers, working in Adana. The Number Sense Test was used as the data collection tool. The Number Sense Test consists of 25 items with five number sense components. The qualitative research analysis techniques were used in the analysis of the data obtained from the data collection tool. The strategies which the teachers use while they are solving the problems are classified as number sense-based strategy, partial number sense-based strategy, rule-based strategy and no explanation. The findings showed that 58.9% of the problem solutions obtained from mathematics teachers was based on number sense-based strategies, 28.8% of them on rule-based strategies, 32.8% of primary school teachers' solutions was number sense-based strategies and 55.4% of them was rule-based strategies.

References

  • Altay, M. (2010).İlköğretim ikinci kademe öğrencilerin sayı duyularının; sınıf düzeylerine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi. Yayımlanmış Doktora Tezi, Ankara: Hacettepe Üniversitesi Sosyal Bilimleri Enstitüsü.
  • Altay, M. K & Umay, A. (2011). Sınıf öğretmeni adaylarının hesaplama becerileri vesayı duyuları arasındaki ilişkinin incelenmesi. e-Journal of New World SciencesAcademy, 6 (1), 1277-1283.
  • Aunio, P., Ee, J., Lim, S. E. A., Hautamäki, J., & Van Luit, J. (2004). Young children's number sense in Finland, Hong Kong and Singapore. International Journal of Early Years Education, 12(3), 195-216.
  • Courtney-Clarke, M. A. E. (2012). Exploring the number sense of final year primary preservice teachers (Master’s Thesis). Stellenbosch University, Stellenbosch.
  • Creswell, J. W. (2015). Nitel Araştırma Yöntemleri (2. baskı). Ankara: Siyasal Kitabevi
  • Er, Z. ve Artut, P. D. (2015). An investigation of number sense of elementary school teachers ın terms of number sense components. The 3rd International Congress on Curriculum and Instruction, 22-24 October 2015, Cukurova Universty, Adana, Turkey.
  • Er, Z., & Artut, P. D. (2017) Investigation of number sense strategies used by eight grade on the subject of natural numbers, decimal numbers, fractions, percentages of eight grade students. International Journal of Social Sciences and Education Research, 3(1), 218-229.
  • Er, Z., & Artut, P. D. (2018). Investigation of Number Sense Strategies Used by the 8th Grade Students in Turkey. Journal of Education and Training Studies, 6(7), 108-113.
  • Graeber, A. O., & Tirosh, D. (1990). Insights fourth and fifth graders bring to multiplication and division with decimals. Educational Studies in Mathematics,21(6), 565-588.
  • Greer, B. (1987). Nonconservation of multiplication and division involving decimals. Journal for Research in Mathematics Education, 18(1), 37-45.
  • Harç, S. (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcutdurumlarının analizi.Yüksek lisans tezi. Marmara Üniversitesi, İstanbul.
  • İymen, E.(2012).8. Sınıf öğrencilerinin üslü ifadeler ile ilgili sayı duyularının sayı duyusu bileşenleri bakımından incelenmesi. Yüksek lisans tezi. Pamukkkale Üniversitesi, Denizli.
  • Kılıç, Ç. (2011). NCTM İlkelerinde ve İlköğretim Matematik Dersi (1.-.5 Sınıflar) Öğretim Programında Sayı Hissi. I.Uluslararası Eğitim Programları ve Öğretimi Kongresi, 5-7 Ekim 2011, Eskişehir, 264-265.
  • Markovits, Z., & Pang, J. (2007, July). The ability of sixth grade students in Korea and Israel to cope with number sense tasks. In Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education , 3, 241-248.
  • Markovits, Z., & Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for research in mathematics education, 4-29.
  • McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12 (3), 2-8.
  • Milli Eğitim Bakanlığı (MEB). (2011). İlköğretim okulu matematik öğretim program ve kılavuzu (1-5. sınıflar). Ankara: Yazar.
  • National Council of Teachers of Mathematics (NCTM). (2000). The principles and standards for school mathematics. Reston, VA: Author.
  • Olkun, S. (2012). Sayı hissi nedir? Neden önemlidir? Nasıl gelişir? http://www.vitaminogretmen.com/dokumanlar/6606 adresinden 19 Eylül 2015 tarihinde indirilmiştir.
  • Pike, Christopher D. & Forrester, Michael A. (1997). The influence of number sense on children's ability to estimate measures. Educational Psychology, 17(4), 483-500.
  • Reys, R. E., & 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, 225-237.
  • Reys, B. J., Kim, O. K., ve Bay, J. M. (1999). Establishing fraction benchmarks. Mathematics Teaching in the Middle School, 4 (8), 530–532.
  • Singh, P. (2009). An Assessment of Number Sense among Secondary School Students. International Journal for Mathematics Teaching and Learning.
  • Sengul, S., & Gulbagci, H. (2012). An investigation of 5th grade Turkish students’ performance in number sense on the topic of decimal numbers. Procedia-Social and and Behavioral Sciences 46 (2012): 2289-2293.
  • Şengül, S. (2013). Sınıf öğretmeni adaylarının kullandıkları sayı duyusu stratejilerinin belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri,13(3), 1951-1974.
  • Şengül, S., & Dede, H. G. (2014). The Strategies of Mathematics Teachers When Solving Number Sense Problems. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 5(1), 73-88.
  • Şengül, S., & Dede, H. G. (2013). An Investigation of Classifıcation of Number Sense Components. International Journal of Social Science. Volume 6 Issue 8 , p. 645-664, October 2013.
  • Tsao, Y. L. (2012). Number sense of pre-service teachers. Research in Higher Education Journal, 16, 1.
  • Tsao, Y. L., & Lin, Y. C. (2011). The study of number sense and teaching practice. Journal of Case Studies in Education, 2(1), 1-14.
  • Tsao, Y. L. (2004). Effects of a problem-solving-based mathematics course on number sense of preservice teachers. Journal of College Teaching and Learning, 1(2), 33-49.
  • Tsao, Y. L. (2005). The number sense of pre-servıce elementary school teachers. College Student Journal, 39 (4), 647-679.
  • Yaman, H. (2014). Sınıf seviyelerine göre öğretmen adaylarının sayı duyusu performansları. Kastamonu Eğitim Dergisi, 23(2), 739-754.
  • Yang, D. C. (2007). Investigating the strategies used by pre‐service teachers in Taiwan when responding to number sense questions. School Science and Mathematics, 107(7), 293-301.
  • Yang, D. C., Reys, R. E., ve Reys, B. J. (2007). Number sense strategies used by preservice teachers in Taiwan. International Journal of Science and Mathematics Education, 7, 383–403
  • Yılmaz, R. (2018). Sınıf Öğretmeni Adaylarının Rutin Olmayan Problemleri Çözme Süreçleri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi,2(21), 30-49
  • Zaslavsky, C. (2001). Developing number sense: What can other cultures tell us? Teaching Children Mathematics, 7 (6), 312–319.
There are 36 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Article
Authors

Zübeyde Er 0000-0002-9812-9552

Perihan Dinç Artut This is me 0000-0002-1585-0222

Publication Date April 30, 2021
Submission Date September 21, 2020
Published in Issue Year 2021 Volume: 7 Issue: 1

Cite

APA Er, Z., & Dinç Artut, P. (2021). Investigation of Number Sense Strategies used by Primary School Teachers and Mathematics Teachers. Eğitim Kuram Ve Uygulama Araştırmaları Dergisi, 7(1), 48-61.