INVESTIGATING ACHIEVEMENT LEVELS OF SIXTH GRADE STUDENTS REGARDING ORDERING INTEGERS

Year 2017, Volume: 6 , 55 - 60, 04.08.2017

Gizem Sevim Atayev Mine Isiksal-bostan

Abstract

The aim of this study was to investigate middle school
sixth grade students’ achievement levels regarding ordering of integers. Partipants were 262
sixth grade students from one public middle school in Etimesgut district of
Ankara. Data were collected via a questionnaire. Findings indicated that achievement levels of
the participants in ordering questions were moderate.

Keywords

Integer, ordering, achievement levels, sixth grade students

References

• Bishop, J. P., Lamb, L. L., Philipp, R. A., Whitacre, I., Schappelle, B. P., & Lewis, M. L. (2013). Obstacles and affordances for integer reasoning: An analysis of children’s thinking and the history of mathematics. Journal for Research in Mathematics Education, 45(1), 19-61. Christou, K. P. & Vosniadou, S. (2012). What kinds of numbers do students assign to literal symbols? Aspects of the transition from arithmetic to algebra. Mathematical Thinking and Learning, 14(1), 1-27. Clements, D. H., & Sarama, J. (2007). Early childhood mathematics learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 461–555). Charlotte, NC: Information Age. Dereli, M. (2008). Tam sayılar konusunun karikatürle öğretiminin öğrencilerin matematik başarılarına etkisi. Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York, the USA: McGraw-Hill. İşgüden, E. (2008). 7. ve 8. Sınıf öğrencilerinin tamsayılar konusunda karşılaştıkları güçlükler. Unpublished Master’s Thesis, Eskişehir Osmangazi Üniversitesi, Fen Bilimleri Enstitüsü: Eskişehir. Janvier, C. (1983). The understanding of directed numbers. In J. C. Bergeron & N. Herscovics (Eds.), Proceedings of the Fifth Annual Meeting of the North American Chapter of the International Group for Psychology of Mathematics Education (pp. 295-300). Montreal: Universite de Montreal, Faculte de Sciences de l’Education. Julie, H., Suwarsono S., & Juniati D. (2013). First cycle developing teaching materials for integers in grade four with realistic mathematics education. Journal Mathematics Education, 4(2), 172-187. Kilhamn, C. (2008). Making sense of negative numbers through metaphorical reasoning. Retrieved from http://www.mai.liu.se/~chrbe01/SMDF/madif6/Kilhamn.pdf Lamb, L. C., Bishop, J. P., Philipp, R. A., Schappelle, B. P., Whitacre, I., & Lewis, M. (2012). Developing symbol sense for the minus sign. Mathematics Teaching in the Middle School, 18(1), 5–9. McCorkle, K. L. (2001). Relational and instrumental learning when teaching the addition and subtraction of positive and negative integers. California StateUniversity, Dominguez Hills, CA. Peled, I., Mukhopadhyay, S., & Resnick, L. B. (1988). Formal and informal sources of mental modes for negative numbers. Paper presented at the Twenty-ninth meetingof the Psychonomics Society, Chicago, IL. Vlassis, J. (2004). Making sense of the minus sign or becoming flexible in ‘negativity’. Learning and Instruction, 14, 469-484.