Ortaokul Öğrencilerinin Sayı Duyularının Okul Türleri Açısından İncelenmesi

Year 2017, Volume: 5 Issue: 2, 250 - 262, 20.12.2017

Timur Koparan Ömer Çataklı

Abstract

Matematik öğretiminde ana yapı taşlarından biri sayılardır. Sayı duyusu kavramı da yaklaşık otuz yıldır matematik eğitimi içerisinde olan bir kavramdır. Sayı duyusu sayıları etkili kullanma, esnek düşünme ile işlem yapabilme ve bu sayede farklı çözüm yolu stratejilerini kullanabilmedir. Bu çalışma ile öğrencilerin sayı duyusu becerilerinin okul türü yönünden farklılık gösterip göstermediğinin incelenmesi amaçlanmıştır. Çalışmada tarama yönteminden yararlanılmıştır. Çalışmanın örneklemini Batı Karadeniz Bölgesi’nde bir devlet ortaokulu, bir imam-hatip ortaokulu ve bir özel ortaokuldan yaşları 12 ile 13 arasında değişen toplam 110 yedinci sınıf öğrencisi oluşturmaktadır. Veri toplama aracı olarak 20 sorudan oluşan bir sayı duyusu testi kullanılmıştır. Veri toplama aracının geliştirilmesinde uzman görüşleri ve ilgili literatürden yararlanılmıştır. Veri toplama aracı ile elde edilen veriler sayı duyusu kullanımı ile çözüm, kural temelli çözüm, yanlış ya da boş cevap olarak üç kategoride sırasıyla 2, 1, 0 puan olarak değerlendirilmiştir. Ham puanlar ile tek faktörlü varyans analizi Anova yapılmıştır. Elde edilen bulgulardan öğrencilerin sayı duyularının okul türüne göre değişiklik gösterdiği sonucuna varılmıştır. Bu farklılık sayı duyusu becerilerinin çevresel faktörlerden etkilendiğini ortaya koymaktadır. Okullarda öğrencilerin sayı duyusu becerilerinin geliştirilmesine yönelik çalışmalar yapılması önerilmektedir

Keywords

Matematik Öğretimi, Sayı Duyusu, Ortaokul Öğrencileri

The Analysis of the Middle School Students' Number Sense According to the School Types

Abstract

One of the main building blocks in mathematics teaching is the numbers. The concept of number sense is also a concept that has been in mathematics education for almost thirty years. The sense of number is to be able to use skillful numbers effectively, to be able to deal with flexible thinking, and to be able to use different solution strategies in this respect. In the literature there are studies on situation analysis related to the sense of number, the relationship between the number sense and other concepts, the studies aimed at improving the sense of numbers, and the detection studies related to the factors that affect this concept. This study aims to examine the students’ number sense according to school types. The study is a survey study. The study sample is consist of totally 110 students whose schools are state middle school, İmam Hatip middle school and private middle school at seventh grade in West Black sea region. Their age is changing between 12 and 13. Number sense test involving 20 questions is carried out as an instrument to gather data. Experts’ ideas and literature are benefited for the test. By using the instrument, the data were evaluated in three categories. These categories are the solution based on number sense, the solution based on rules and wrong or empty answer. These are evaluated 2, 1, 0 points in order. One way analysis of variance with raw scores is carried out. The findings show that there is a significant difference between average of the private school and the other two schools. It is thought that one of the reasons of differences in students is different environmental factors having an effect on the students’ number sense skills

Keywords

Mathematics Teaching, Number Sense, Middle School Students

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