Research Article
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The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study

Year 2017, Volume 5, Issue 2, 21 - 40, 12.06.2017

Abstract

The learning processes of the concept of surface area of geometric shapes by two students determined to be gifted by RCC (Research Center for Counseling) through a building game were investigated. Data was collected in this study through the qualitative research methods of semi-structured interviews and observation. A building game for composing shapes was utilized in the collection of the data. When preparing the game, the shape creation levels determined by Clements et al (2004) were taken as a basis. In this study the qualitative research case study method was employed. For data analize, the case study was preferred as it was possible to obtain a large amount of data with a small amount of participants.

References

  • Alaylı, F. & Türnüklü, E. (2013). Students’ Actions on Composition and Decomposition of Geometric Figures. Buca Faculty of Education Journal, 35, 174-197.
  • Baykul, Y. (2003). İlköğretimde Matematik Öğretimi 1–5 Sınıflar İçin. Ankara: Pegem Yayıncılık.
  • Bilen, M. (1999). Plandan uygulamaya öğretim [Teaching from plan to practice]. Ankara: Anı Yayıncılık.
  • Clements, D.H., Sarama, J., Battista, M.T. & Swaminathan, S. (1996). Development of Students’ Spatial Thinking in a
  • Curriculum Unit on Geometric Motions and Area. In E. Jakubowski ve D. Watkins ve H. Biske (Eds.). Proceedings of the Eighteenth Annual Meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education, 1, 217-222. Colombus, OH.
  • Clements, D.H., Battista, M.T., Sarama, J. & Swaminathan, S. (1997). Development of Students’ Spatial Thinking in a Unit on Geometric Motions and Area. The Elementary School Journal, 98(2), 171-186.
  • Clements, D.H., Sarama, J. & Wilson, D.C. (2001). Composition of Geometric Figures. Proceedings of the 25 th Conference of the International Group for the Psychology of Mathematics Education: Ultrecht- the Netherlands, (2), 273-280.
  • Clements, D.H., Wilson, D.C. & Sarama, J. (2004). Young Children’s Composition of Geometric Figures: A Learning Trajectory. Mathematical Thinking and Learning: 6(2), 163-184.
  • Clements, D.H. ve Sarama, J. (2009). Learning and Teaching Early Math The Learning Trajectories Approach. Madison Ave, New York. Routledge.
  • Davaslıgil, Ü. (2004). Üstün olma niteliğini kazanma [Gaining superiority]. R. Şirin, A. Kulaksızoğlu & A. E. Bilgili’ de (Ed.), Üstün yetenekli çocuklar. Seçilmiş makaleler kitabı (ss. 111-125). İstanbul: Çocuk Vakfı Yayınları: 63, I. Türkiye Üstün Yetenekli Çocuklar Kongresi Yayın Dizisi: 1.
  • David, H. (2015). The PISA Results in mathematics and science: A comparison between Israel and Turkey. Journal for the Education of Gifted Young Scientists, 3(1), 22-28.
  • Dogbeh, R. & N’Diaye, S. (1980). Use of games and toys for educational purposes (unpublished Unesco document).
  • Dunn, G.; Stewart, R. & Williams, H. (2003). Why Play Games?. Mathematics Teaching, (183), (June 2003). 78.
  • Dönmez Baykoç, N. (1992). Oyun kitabı [Game Book]. İstanbul: Esin Yayınevi. Soylu s: 9.
  • Erkan, S. (2002). İlköğretimde rehberlik [Guidance in primary education]. Ankara: Nobel Yayınları.
  • Fraenkel, Jack R. & Norman E. Wallen. (2009). How to design and evaluate research in education. New York. McGraw-Hill Companies.
  • Foster, R. (2004). Crazy Bones. Mathematics Teaching, Vol: 187.
  • Gander, M. J. & Gardiner, H. W. (2004). Çocuk ve ergen gelişimi [Child and adolescent development] . Çeviren: A. Dönmez, N. Çelen ve B. Onur. İstanbul: İmge Kitabevi.
  • Gardner, H. (1983). Frames of mind. New York: HarperCollins Publishers.
  • Gelmedi, H. (2004). Matematik oynuyorum [I'm playing math]. Ankara: Kök Yayıncılık.
  • Getzels, Jacob W.; Jackson, Philip W. (1962). Creativity and Intelligence: Explorations with Gifted Students. American Psychological Assosiation, 17, 293.
  • Goldin, G. A. (1998). Observing mathematical problem solving through task-based interviews. Teppo, A. R. (Ed.), Qualitative Research Methods in Mathematics Education. NCTM: Reston.
  • Köroğlu, H. & Yeşildere, S. (2002). İlköğretim II. Kademede Matematik Konularının Öğretiminde Oyunlar ve Senaryolar [Games and Scenarios in the Teaching of Mathematics Subjects in Middle School]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Ankara: ODTÜ Kültür ve Kongre Merkezi.
  • Mangır, M. & Aktaş, Y. (1993). Çocuğun Gelişiminde Oyunun Önemi [The Importance of Play in Child Development]. Yaşadıkça Eğitim Dergisi. Sayı: 26.
  • Meadows, M., (2016). Where are all the talented girls? How can we help them achieve in Science Technology Engineering and Mathematics?. Journal for the Education of Gifted Young Scientists, 4(2), 29-42.
  • Meletiou-Mavrotheris, M. & Prodromou, T. (2016). Pre-Service Teacher Training on Game-Enhanced Mathematics Teaching and Learning. Technology, Knowledge and Learning, 21(3), 379-399.
  • Miles, B., M. & Huberman, A., M., (1994). Qualitative Data Analysis. Sage Publications. USA.
  • Ozyaprak, M. (2012). A Comparison of Spatial-Analytical Ability Levels of Gifted and Average Students. Turkish Journal of Giftedness and Education, 2(2), 137-153.
  • Sarama, j., Clements, D.H. & Vukelic, E. B. (1996). Role of Computer Manipulative In Fostering Specific Psychological/Mathematical Processes. In E. Jakubowski ve D. Watkins ve H. Biske (Eds.). Proceedings of The Eighteenth Annual Meeting of The North America Chapter of The International Group for The Psychology of Mathematics Education. Sayı 2, 567-572. Columbus, OH.
  • Sarama, J., Clements, D. H., Henry, J. J. & Swaminatham, S. (1996). Multidiciplinary Research Perspectives on An Implementation of A Computer-Based Mathematics Innovation. In E. Jakubowski, D. Watkins ve H. Biske (Eds.). Proceedings of The Eighteenth Annual Meeting of The North America Chapter of The International Group for The Psychology of Mathematics Education. Sayı 2, 560-565. Columbus, OH.
  • Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.
  • Silverman, L. K. (1993). The quest for meaning: counseling issues with gifted children and adolescents. Counseling Gifted and Talented (pp. 29-50). Colorado: Love publishing Company.
  • Soylu, Y. (2001). Matematik Derslerinin Öğretiminde (I. Devre 1, 2, 3, 4, 5. Sınıf) Başvurulabilecek Eğitici-Öğretici Oyunlar [Educational-Tutorial Games to Be Applied in the Teaching of Mathematics Courses (1st Circuit, 1st, 2nd, 3rd, 4th, 5th Grade)]. Yayınlanmamış Yüksek Lisans Tezi, Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Stumpf, H., & Eliot, J. (1999). A structural analysis of visual spatial ability in academically talented students. Learning and Individual Differences, 11/2, 137-152.
  • Tortop, H.S. (2015). Üstün zekalılar eğitimde farklılaştırılmış öğretim müfredat farklılaştırma modelleri [Differentiated instruction in gifted education and curriculum differentiation models]. Düzce: Genç Bilge Yayıncılık.
  • Tural, H. (2005), The Effects of Teaching Mathematics in Elemantary School by Games and Activities on Achievement and Attitude. M. Sc. Thesis, Dokuz Eylul University, Izmir.
  • Uluğ, M. O. (1997). Niçin oyun? [Why play?]. İstanbul: Göçebe Yayınları.
  • Uğurlu, Z. (1996). Kültürel Bir Olgu Olarak Oyun [Play as a Cultural Case.]. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü.
  • Yavuzer, H. (1984). Çocuk psikolojisi [Child psychology]. İstanbul: Altın Kitaplar Yayınevi.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayınları.
  • Yin, R. (1994). Case Study Research: Design and Methods, USA: Sage.

Year 2017, Volume 5, Issue 2, 21 - 40, 12.06.2017

Abstract

References

  • Alaylı, F. & Türnüklü, E. (2013). Students’ Actions on Composition and Decomposition of Geometric Figures. Buca Faculty of Education Journal, 35, 174-197.
  • Baykul, Y. (2003). İlköğretimde Matematik Öğretimi 1–5 Sınıflar İçin. Ankara: Pegem Yayıncılık.
  • Bilen, M. (1999). Plandan uygulamaya öğretim [Teaching from plan to practice]. Ankara: Anı Yayıncılık.
  • Clements, D.H., Sarama, J., Battista, M.T. & Swaminathan, S. (1996). Development of Students’ Spatial Thinking in a
  • Curriculum Unit on Geometric Motions and Area. In E. Jakubowski ve D. Watkins ve H. Biske (Eds.). Proceedings of the Eighteenth Annual Meeting of the North America Chapter of the International Group for the Psychology of Mathematics Education, 1, 217-222. Colombus, OH.
  • Clements, D.H., Battista, M.T., Sarama, J. & Swaminathan, S. (1997). Development of Students’ Spatial Thinking in a Unit on Geometric Motions and Area. The Elementary School Journal, 98(2), 171-186.
  • Clements, D.H., Sarama, J. & Wilson, D.C. (2001). Composition of Geometric Figures. Proceedings of the 25 th Conference of the International Group for the Psychology of Mathematics Education: Ultrecht- the Netherlands, (2), 273-280.
  • Clements, D.H., Wilson, D.C. & Sarama, J. (2004). Young Children’s Composition of Geometric Figures: A Learning Trajectory. Mathematical Thinking and Learning: 6(2), 163-184.
  • Clements, D.H. ve Sarama, J. (2009). Learning and Teaching Early Math The Learning Trajectories Approach. Madison Ave, New York. Routledge.
  • Davaslıgil, Ü. (2004). Üstün olma niteliğini kazanma [Gaining superiority]. R. Şirin, A. Kulaksızoğlu & A. E. Bilgili’ de (Ed.), Üstün yetenekli çocuklar. Seçilmiş makaleler kitabı (ss. 111-125). İstanbul: Çocuk Vakfı Yayınları: 63, I. Türkiye Üstün Yetenekli Çocuklar Kongresi Yayın Dizisi: 1.
  • David, H. (2015). The PISA Results in mathematics and science: A comparison between Israel and Turkey. Journal for the Education of Gifted Young Scientists, 3(1), 22-28.
  • Dogbeh, R. & N’Diaye, S. (1980). Use of games and toys for educational purposes (unpublished Unesco document).
  • Dunn, G.; Stewart, R. & Williams, H. (2003). Why Play Games?. Mathematics Teaching, (183), (June 2003). 78.
  • Dönmez Baykoç, N. (1992). Oyun kitabı [Game Book]. İstanbul: Esin Yayınevi. Soylu s: 9.
  • Erkan, S. (2002). İlköğretimde rehberlik [Guidance in primary education]. Ankara: Nobel Yayınları.
  • Fraenkel, Jack R. & Norman E. Wallen. (2009). How to design and evaluate research in education. New York. McGraw-Hill Companies.
  • Foster, R. (2004). Crazy Bones. Mathematics Teaching, Vol: 187.
  • Gander, M. J. & Gardiner, H. W. (2004). Çocuk ve ergen gelişimi [Child and adolescent development] . Çeviren: A. Dönmez, N. Çelen ve B. Onur. İstanbul: İmge Kitabevi.
  • Gardner, H. (1983). Frames of mind. New York: HarperCollins Publishers.
  • Gelmedi, H. (2004). Matematik oynuyorum [I'm playing math]. Ankara: Kök Yayıncılık.
  • Getzels, Jacob W.; Jackson, Philip W. (1962). Creativity and Intelligence: Explorations with Gifted Students. American Psychological Assosiation, 17, 293.
  • Goldin, G. A. (1998). Observing mathematical problem solving through task-based interviews. Teppo, A. R. (Ed.), Qualitative Research Methods in Mathematics Education. NCTM: Reston.
  • Köroğlu, H. & Yeşildere, S. (2002). İlköğretim II. Kademede Matematik Konularının Öğretiminde Oyunlar ve Senaryolar [Games and Scenarios in the Teaching of Mathematics Subjects in Middle School]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Ankara: ODTÜ Kültür ve Kongre Merkezi.
  • Mangır, M. & Aktaş, Y. (1993). Çocuğun Gelişiminde Oyunun Önemi [The Importance of Play in Child Development]. Yaşadıkça Eğitim Dergisi. Sayı: 26.
  • Meadows, M., (2016). Where are all the talented girls? How can we help them achieve in Science Technology Engineering and Mathematics?. Journal for the Education of Gifted Young Scientists, 4(2), 29-42.
  • Meletiou-Mavrotheris, M. & Prodromou, T. (2016). Pre-Service Teacher Training on Game-Enhanced Mathematics Teaching and Learning. Technology, Knowledge and Learning, 21(3), 379-399.
  • Miles, B., M. & Huberman, A., M., (1994). Qualitative Data Analysis. Sage Publications. USA.
  • Ozyaprak, M. (2012). A Comparison of Spatial-Analytical Ability Levels of Gifted and Average Students. Turkish Journal of Giftedness and Education, 2(2), 137-153.
  • Sarama, j., Clements, D.H. & Vukelic, E. B. (1996). Role of Computer Manipulative In Fostering Specific Psychological/Mathematical Processes. In E. Jakubowski ve D. Watkins ve H. Biske (Eds.). Proceedings of The Eighteenth Annual Meeting of The North America Chapter of The International Group for The Psychology of Mathematics Education. Sayı 2, 567-572. Columbus, OH.
  • Sarama, J., Clements, D. H., Henry, J. J. & Swaminatham, S. (1996). Multidiciplinary Research Perspectives on An Implementation of A Computer-Based Mathematics Innovation. In E. Jakubowski, D. Watkins ve H. Biske (Eds.). Proceedings of The Eighteenth Annual Meeting of The North America Chapter of The International Group for The Psychology of Mathematics Education. Sayı 2, 560-565. Columbus, OH.
  • Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. New York: Routledge.
  • Silverman, L. K. (1993). The quest for meaning: counseling issues with gifted children and adolescents. Counseling Gifted and Talented (pp. 29-50). Colorado: Love publishing Company.
  • Soylu, Y. (2001). Matematik Derslerinin Öğretiminde (I. Devre 1, 2, 3, 4, 5. Sınıf) Başvurulabilecek Eğitici-Öğretici Oyunlar [Educational-Tutorial Games to Be Applied in the Teaching of Mathematics Courses (1st Circuit, 1st, 2nd, 3rd, 4th, 5th Grade)]. Yayınlanmamış Yüksek Lisans Tezi, Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Stumpf, H., & Eliot, J. (1999). A structural analysis of visual spatial ability in academically talented students. Learning and Individual Differences, 11/2, 137-152.
  • Tortop, H.S. (2015). Üstün zekalılar eğitimde farklılaştırılmış öğretim müfredat farklılaştırma modelleri [Differentiated instruction in gifted education and curriculum differentiation models]. Düzce: Genç Bilge Yayıncılık.
  • Tural, H. (2005), The Effects of Teaching Mathematics in Elemantary School by Games and Activities on Achievement and Attitude. M. Sc. Thesis, Dokuz Eylul University, Izmir.
  • Uluğ, M. O. (1997). Niçin oyun? [Why play?]. İstanbul: Göçebe Yayınları.
  • Uğurlu, Z. (1996). Kültürel Bir Olgu Olarak Oyun [Play as a Cultural Case.]. Yayınlanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü.
  • Yavuzer, H. (1984). Çocuk psikolojisi [Child psychology]. İstanbul: Altın Kitaplar Yayınevi.
  • Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayınları.
  • Yin, R. (1994). Case Study Research: Design and Methods, USA: Sage.

Details

Primary Language English
Journal Section Teaching Techniques and Activities for Gifted
Authors

Meryem ÇILDIR> (Primary Author)
Şehit Prof. Dr. İlhan Varank Science and Art Center
0000-0002-8060-3148
Türkiye

Publication Date June 12, 2017
Published in Issue Year 2017, Volume 5, Issue 2

Cite

Bibtex @research article { jegys431923, journal = {Journal for the Education of Gifted Young Scientists}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2017}, volume = {5}, number = {2}, pages = {21 - 40}, title = {The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study}, key = {cite}, author = {Çıldır, Meryem} }
APA Çıldır, M. (2017). The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study . Journal for the Education of Gifted Young Scientists , 5 (2) , 21-40 . Retrieved from https://dergipark.org.tr/en/pub/jegys/issue/37336/431923
MLA Çıldır, M. "The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study" . Journal for the Education of Gifted Young Scientists 5 (2017 ): 21-40 <https://dergipark.org.tr/en/pub/jegys/issue/37336/431923>
Chicago Çıldır, M. "The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study". Journal for the Education of Gifted Young Scientists 5 (2017 ): 21-40
RIS TY - JOUR T1 - The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study AU - Meryem Çıldır Y1 - 2017 PY - 2017 N1 - DO - T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 21 EP - 40 VL - 5 IS - 2 SN - -2149-360X M3 - UR - Y2 - 2018 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study %A Meryem Çıldır %T The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study %D 2017 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 5 %N 2 %R %U
ISNAD Çıldır, Meryem . "The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study". Journal for the Education of Gifted Young Scientists 5 / 2 (June 2017): 21-40 .
AMA Çıldır M. The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study. JEGYS. 2017; 5(2): 21-40.
Vancouver Çıldır M. The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study. Journal for the Education of Gifted Young Scientists. 2017; 5(2): 21-40.
IEEE M. Çıldır , "The Game-Based Learning Process of Two Gifted Students for The Surface Area Knowledge of Geometric Shapes: Case Study", Journal for the Education of Gifted Young Scientists, vol. 5, no. 2, pp. 21-40, Jun. 2017

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