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EXAMINING NUMBER SENSE SKILLS OF KINDERGARTEN CHILDREN

Year 2024, Volume: 13 Issue: 3, 185 - 199, 30.09.2024
https://doi.org/10.55020/iojpe.1510531

Abstract

The aim of this study is to determine the number sense skills of preschool (Kindergarten) children. In the study, survey design, one of the quantitative research methods, was used. The study group consists of a total of 114 children attending all the kindergartens (5 kindergartens) in the city center of Tunceli in the 2020-2021 school year. The data collection tool used in the study is the "Preschool Number Sense Test" developed by the researchers. In the analysis of the data, the correct answers obtained by using number sense skills, the correct answers obtained by using rule and operation-based methods, the false answers obtained by using number sense skills, the false answers obtained by using rule-operation-based methods and the questions left unanswered were considered. As a result of the analysis made, it was determined that preschool students used rule- and operation-based methods more in problem-solving when dealing with questions, and it was seen that they used number-sense-based methods less frequently.

Ethical Statement

This study is produced from the first author's doctoral thesis completed under the supervision of the second author. The study has undergone appropriate ethics protocol. The author(s) acted in accordance with the ethical rules in all the parts of the study such as data collection and there is no conflict of interest between the authors. This study was ethically approved by the Gazi University Ethics Commission's decision dated 07 April 2020 and numbered 91610558-302.08.01. Informed consent was obtained from the participants. No funding was received for the conduct of this study. The ethical approval for this research was obtained from the Ethics Committee of the Gazi University Rectorate on 07.04.2020 with the decision number 91610558-302.08.01. The authors of the study acted in accordance with ethical rules in all processes of the research. There are no individuals or financial relationships that could be perceived as potential conflicts of interest related to this study.

References

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Year 2024, Volume: 13 Issue: 3, 185 - 199, 30.09.2024
https://doi.org/10.55020/iojpe.1510531

Abstract

References

  • Akkaya, R. (2015). An investigation into the number sense performance of secondary school students in Turkey. Journal of Education and Training Studies, 4(2), 113-123.
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  • Bütüner, S. Ö. (2018). Comparing the use of number sense strategies based on student achievement levels. International Journal of Mathematical Education in Science and Technology, 49(6), 824-855.
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  • Çekirdekçi, S. (2015). İlkokul 4. sınıf öğrencileri için sayı hissi testinin geliştirilerek öğrencilerin sayı hissinin incelenmesi [in Turkish] (Unpublished doctoral dissertation). Marmara University, İstanbul.
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  • Facun, R. D., & Nool, N. R. (2012). Assessing the number sense of grade 6 pupils. International Proceedings of Economics Development & Research, 30, 297-301.
  • Fraenkel, J. K., & Wallen, N. E. (1996). How to design and evaluate research in education (third edition). New York: McGraw-Hill, Inc.
  • Gay, A. S., & Aichele, D. B. (1997). Middle school students' understanding of number sense related to percent. School Science and Mathematics, 97(1), 27-36.
  • Gersten, R., & Chard, D., (1999). Number sense: Re-thinking arithmetic instruction for students with mathematical disabilities. The Journal of Special Education, 33(1), 18– 28.
  • Ginsburg, H. P., Cannon, J., Eisenband, J., & Pappas, S. (2006). Mathematical thinking and learning. In K. McCartney, & D. Phillips (Eds.), Blackwell handbook on early childhood development (p. 208 – 230). Malden, MA: Blackwell.
  • Güleç, N., & İvrendi, A. (2017). 5-6 yaş çocukların sayı kavramı becerilerinin ebeveyn ve öğretmen değişkenleri açısından yordanması [Predicting 5-6 years old children's number concept skills in terms of parent and teacher variables]. Hacettepe University Journal of Education, 32(1), 81-98.
  • Günkaya, B. (2018). 8. sınıf öğrencilerinin sayı hissi ile uzamsal yetenekleri arasındaki ilişkinin incelenmesi [in Turkish] (Unpublished master thesis). Dokuz Eylül University, İzmir.
  • Gürefe, N., Öncül, C., & Es, H. (2017). Investigation number sense test achievements of middle school students according to different variables. American Journal of Educational Research, 5(9), 1004-1008.
  • Harç, S. (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcut durumlarının analizi [in Turkish] (Unpublished master thesis). Marmara University, İstanbul.
  • Haylock, D., & Manning, R. (2019). Mathematics explained for primary teachers (6th ed.). SAGE. SAGE.
  • İymen, E. (2012). 8. sınıf öğrencilerinin üslü ifadeler ile ilgili sayı duyularının sayı duyusu bileşenleri bakımından incelenmesi [in Turkish] (Unpublished master thesis). Pamukkale University, Denizli.
  • İymen, E., & Duatepe-Paksu, A. (2015). Analysis of 8th grade students' number sense related to the exponents in terms of number sense components. Education & Science, 40(177), 109-125.
  • Kayhan Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi [in Turkish] (Unpublished doctoral dissertation). Hacettepe University, Ankara.
  • Kilimlioğlu, M. Ç. (2018). 5-6 yaş çocuklarının etkileşimli oyunlar ile sözel dil başarımları ve sayı hissi arasındaki ilişkinin incelenmesi [in Turkish] (Unpublished master thesis). Pamukkale University, Denizli.
  • Kyaw, A. M. M., & Thein, N. N. (2018). A study of the relationship between the number sense and problem solving skills in mathematics of middle school students. J. Myanmar Academic Art Science, 16(9), 435- 464.
  • Lemonidis, C., & Kaiafa, I. (2014). Fifth and sixth grade students’ number sense in rational numbers and its relation with problem solving ability. Journal of Educational Research, 1, 61-74.
  • Li, M. N. F., & Yang, D. C. (2010). Development and validation of a computer‐administered number sense scale for fifth‐grade children in Taiwan. School Science and Mathematics, 110(4), 220-230.
  • Lin, Y. C., Yang, D. C., & Li, M. N. (2016). Diagnosing students’ misconceptions in number sense via a web-based two-tier test. Eurasia Journal of Mathematics, Science and Technology Education, 12(1), 41-55.
  • Marga, S. A., Kusmayadi, T. A., & Fitriana, L. (2020). Exploring students mental computing based on number sense at 7th grade junior high school in ponorogo. Journal of Physics: Conference Series, 1539(1), 1-9.
  • Markovits, Z., & Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for Research in Mathematics Education, 25(1), 4-29.
  • McGuire, P., Kinzie, M.B., & Daniel B. Berch, D.B. (2012). Developing number sense in pre-k with five-frames. Early Childhood Education J, 40, 213–222.
  • McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the learning of mathematics, 12(3), 2-44.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Mix, K.S., Huttenlocher, J., & Levine, S.C. (2002). Quantitative development in infancy and early childhood. New York: Oxford University.
  • Mohamed, M., & Johnny, J. (2010). Investigating number sense among students. Procedia Social and Behavioral Sciences, 8(3), 317-324.
  • National Association for the Education of Young Children (NAEYC) (2008). Early childhood mathematics: Promoting goog beginnings. A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics (NCTM). Washington, DC: NAEYC.
  • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Olkun, S., & Toluk Uçar, Z. (2018). İlköğretimde etkinlik temelli matematik öğretimi [in Turkish]. Ankara: Genç Kalemler Publishing
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Details

Primary Language English
Subjects Basic Training (Other)
Journal Section Research Articles
Authors

Ersin Palabıyık 0000-0002-4269-902X

Neşe Işık Tertemiz 0000-0001-7033-7192

Publication Date September 30, 2024
Submission Date July 4, 2024
Acceptance Date September 29, 2024
Published in Issue Year 2024 Volume: 13 Issue: 3

Cite

APA Palabıyık, E., & Işık Tertemiz, N. (2024). EXAMINING NUMBER SENSE SKILLS OF KINDERGARTEN CHILDREN. International Online Journal of Primary Education, 13(3), 185-199. https://doi.org/10.55020/iojpe.1510531

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