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Sayma becerilerinin öğretimi

Year 2015, Volume: 16 Issue: 01, 63 - 72, 26.12.2015
https://doi.org/10.1501/Ozlegt_0000000219

Abstract

References

  • Baroody, A.J. (1986). Counting ability of moderately and mildly handicapped children. Education and Training of the Mentally Retarded, (21)4, 289-300.
  • Baroody, A.J. & Ginsburg, H.P. (1984). TMR and EMR children's ability to learn counting skills and principles. The American Educational Research Association, 68th, NewOrleans, LA, April 23-27.
  • Barody, A.J., & Price, J. (1983). The development of the number-word sequence in the counting of three-years olds. Journal for Research in Mathematics Education, 14, 361-368.
  • Barody, A.J., & Snyder, P. (1983). A cognitive analysis of basic arithmetic abilities of TMR children. Education and Training of Mentally Retarded, 18, 253-259.
  • Bashash, L., Outhred, L. & Bochner, S. (2003). Counting skills and number concepts of students with moderate intellectual disabilities, International Journal of Disability, Development and Education,(50)3, 325-345, doi: 10.1080/1034912032000120480
  • Bermejo, V., Moroles, S. & deOsuna, J.G. (2004). Supporting children’s development of cardinality understanding. Learning and Instruction, 14, 381-398.
  • Browder D.M.; Jimenez B.A., Spooner, F., Saunders, A., Hudson, M. & Bethune, S.K. (2012) Early numeracy instruction for students with moderate and severe developmental disabilities. Research & Practice for Persons with Severe Disabilities, (37)4, 308-320.
  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Wakeman, S. Y., & Harris, A. (2008). A meta-analysis for teaching mathematics to individuals with significant cognitive disabilities. Exceptional Children, 74, 404- 432.
  • Bruce, B. & Threlfall, J. (2004). One, two, three and counting. Educational Studies in Mathematics, 55, 3-26.
  • Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3-18. doi: 10.1111/j.1469-7610.2005.00374.x
  • Charlesworth, R. (2012). Experience in math four young children, 6th edition. Belmont, CA: Wadsworth Cengage.
  • Charlesworth, R. & Lind, K.K. (2013). Math and science for young children, 7th edition. Belmont, CA: Wadsworth Cengage.
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M.L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delay. Topics in Early Childhood Special Education, 21, 213-221.
  • Frye, D., Baroody, A.J., Burchinal, M. Carver, S.M., Jordan, N.C. & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Deparment of Education. 14 Kasım 2014 tarihinde NCEE website: http://whatworks.ed.gov. adresinden temin edilmiştir.
  • Fuson, K. (1988). Childrens counting and concept of number. New York: Springer Verlag.
  • Geary, D.C., Bow-Thomas, C.C., & Yao, Y. (1992). Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children. Journal of Experimental Child Psychology, 54, 372-391.
  • Gellman, R. & Gallister, C.T. (1978). The child’s understanding of number. Cambridge, Massachusetss, London: Harward University Press.
  • Hudson, P. & Miller, S. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Boston: Pearson Education, Inc.
  • Kaufmann L.; Handl P. & Thony B. (2003). Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: A pilot study. Journal of Learning Disabilities, 36(6), 564–573.
  • Kahyaoğlu, F. (2010) Zihin engelli bireylere ikişerli ve üçerli atlayarak sayma becerisinin öğretiminde doğrudan öğretim yönteminin etkililiği. Yayınlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Bolu.
  • Kroesbergen, E. J. & Van Luit, J. E. H. (2003). Mathematics interventions for children with special educational needs. doi:10.1177/07419325030240020501 Remedial and Special Education, 24(2), 97–114.
  • Mononen, R.; Aunio, P.; Koponen, T. & Aro, M. (2014) A review of early numeracy interventions for children at risk in mathematics. International Journal of Early Childhood Special Education (INT-JECSE), 6(1), 25-54. http://www.int-jecse.net/articledetail.asp?u=84 adresinden temin edilmiştir.
  • Muldoon, K., Lewis, C. & Freeman, N. (2009). Why set-comparison is vital in early number learning. Trends in Cognitive Science, 13(5), 203-208.
  • Murphy, J., Bates, P., & Anderson, J. (1984). The effect of self-instruction training of counting skills by pre- school handicapped students. Education and Treatment of Children, 7, 247-257.
  • Nye, J., Fluck, M., & Buckley, S. (2001). Counting and cardinal understanding in children with Down syndrome and typically developing children. Down Syndrome Research and Practice, 7(2), 68-78.
  • Olkun, S., Fidan, E. & Babacan-Özer, A. (2013). 5-7 yaş çocuklarda sayı kavramının gelişimi ve saymanın problem çözmede kullanımı. Eğitim ve Bilim, 38(169), 236-248.
  • Pesen, C. (2008). Yapılandırmacı öğrenme yaklaşımına göre matematik öğretimi, 4. Baskı. Ankara: Pegem Akademi
  • Reys, R.E., Lindquist, M.M. Lambdin, D.V. Smith, N.L. & Suydam, M.N. (2004). Helping children learn mathematics.13 Kasım 2014 tarihinde www.wiley.com/college/sc/reys/ch07 adresinden temin edilmiştir.
  • Sarnecka, B.W. & Carey, S. (2008). How counting represents number: What children must learn and when they learn it. Cognition, 108, 662-674.
  • Stein, M., Silbert, J. & Carnine, D. (1997). Desining effective mathematics instruction a direct instruction approach, 3th edition. New Jersey: Prentice Hall, Inc.
  • Van Luit, J.E.H. & Schopman, E.A.M. (2000). Improving early numeracy of young children with special educational needs. Remedia & Special Education, 21 (1), 27-40.
  • Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24, 220-251.

Sayma Becerilerinin Öğretimi

Year 2015, Volume: 16 Issue: 01, 63 - 72, 26.12.2015
https://doi.org/10.1501/Ozlegt_0000000219

Abstract

Sayma, sayı sözcüklerini doğru sırada söylemeyi, tek grup nesneyi sayarken her nesne ile bir sayı sözcüğünü eşlemeyi ve her bir nesneyi bir kez saymayı gerektiren, belli bir sıra içeren önemli bir matematik becerisidir. Öğrencilerin çoğu, sayma becerilerini günlük yaşamdaki deneyimleri, kitaplar veya tekerlemeler aracılığıyla ya da ebeveynlerini taklit ederek informal yollarla öğrenirler. Ancak matematik performansı düşük olan öğrenciler, sayma becerilerini kazanmak için daha fazla ipucu, yapılandırılmış öğretim uygulamaları ve daha fazla alıştırma yapmaya gereksinim duyarlar. Bu nedenle matematik performansı düşük olan öğrencilere, günlük yaşamda sık sık kullanılan ileri matematik becerilerinin kazanılması için gerekli olan sayma becerilerini, ipuçlarının doğrudan sunulduğu açık anlatım yöntemleri ile başarılı yaşantılar sağlanarak ve beceride ustalaşmayı sağlayacak sayıda tekrar alıştırmalarına yer vererek kazandırmak gerekmektedir. Bu makalenin amacı, sayma becerilerini açıklamak ve matematik performansı düşük olan öğrencilere bu beceriler kazandırılırken, öğretmenlerin uygulayacakları stratejilere ve dikkat etmesi gereken noktalara ilişkin önerilerde bulunmaktır

References

  • Baroody, A.J. (1986). Counting ability of moderately and mildly handicapped children. Education and Training of the Mentally Retarded, (21)4, 289-300.
  • Baroody, A.J. & Ginsburg, H.P. (1984). TMR and EMR children's ability to learn counting skills and principles. The American Educational Research Association, 68th, NewOrleans, LA, April 23-27.
  • Barody, A.J., & Price, J. (1983). The development of the number-word sequence in the counting of three-years olds. Journal for Research in Mathematics Education, 14, 361-368.
  • Barody, A.J., & Snyder, P. (1983). A cognitive analysis of basic arithmetic abilities of TMR children. Education and Training of Mentally Retarded, 18, 253-259.
  • Bashash, L., Outhred, L. & Bochner, S. (2003). Counting skills and number concepts of students with moderate intellectual disabilities, International Journal of Disability, Development and Education,(50)3, 325-345, doi: 10.1080/1034912032000120480
  • Bermejo, V., Moroles, S. & deOsuna, J.G. (2004). Supporting children’s development of cardinality understanding. Learning and Instruction, 14, 381-398.
  • Browder D.M.; Jimenez B.A., Spooner, F., Saunders, A., Hudson, M. & Bethune, S.K. (2012) Early numeracy instruction for students with moderate and severe developmental disabilities. Research & Practice for Persons with Severe Disabilities, (37)4, 308-320.
  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Wakeman, S. Y., & Harris, A. (2008). A meta-analysis for teaching mathematics to individuals with significant cognitive disabilities. Exceptional Children, 74, 404- 432.
  • Bruce, B. & Threlfall, J. (2004). One, two, three and counting. Educational Studies in Mathematics, 55, 3-26.
  • Butterworth, B. (2005). The development of arithmetical abilities. Journal of Child Psychology and Psychiatry, 46(1), 3-18. doi: 10.1111/j.1469-7610.2005.00374.x
  • Charlesworth, R. (2012). Experience in math four young children, 6th edition. Belmont, CA: Wadsworth Cengage.
  • Charlesworth, R. & Lind, K.K. (2013). Math and science for young children, 7th edition. Belmont, CA: Wadsworth Cengage.
  • Daugherty, S., Grisham-Brown, J., & Hemmeter, M.L. (2001). The effects of embedded skill instruction on the acquisition of target and nontarget skills in preschoolers with developmental delay. Topics in Early Childhood Special Education, 21, 213-221.
  • Frye, D., Baroody, A.J., Burchinal, M. Carver, S.M., Jordan, N.C. & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Deparment of Education. 14 Kasım 2014 tarihinde NCEE website: http://whatworks.ed.gov. adresinden temin edilmiştir.
  • Fuson, K. (1988). Childrens counting and concept of number. New York: Springer Verlag.
  • Geary, D.C., Bow-Thomas, C.C., & Yao, Y. (1992). Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children. Journal of Experimental Child Psychology, 54, 372-391.
  • Gellman, R. & Gallister, C.T. (1978). The child’s understanding of number. Cambridge, Massachusetss, London: Harward University Press.
  • Hudson, P. & Miller, S. (2006). Designing and implementing mathematics instruction for students with diverse learning needs. Boston: Pearson Education, Inc.
  • Kaufmann L.; Handl P. & Thony B. (2003). Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: A pilot study. Journal of Learning Disabilities, 36(6), 564–573.
  • Kahyaoğlu, F. (2010) Zihin engelli bireylere ikişerli ve üçerli atlayarak sayma becerisinin öğretiminde doğrudan öğretim yönteminin etkililiği. Yayınlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Bolu.
  • Kroesbergen, E. J. & Van Luit, J. E. H. (2003). Mathematics interventions for children with special educational needs. doi:10.1177/07419325030240020501 Remedial and Special Education, 24(2), 97–114.
  • Mononen, R.; Aunio, P.; Koponen, T. & Aro, M. (2014) A review of early numeracy interventions for children at risk in mathematics. International Journal of Early Childhood Special Education (INT-JECSE), 6(1), 25-54. http://www.int-jecse.net/articledetail.asp?u=84 adresinden temin edilmiştir.
  • Muldoon, K., Lewis, C. & Freeman, N. (2009). Why set-comparison is vital in early number learning. Trends in Cognitive Science, 13(5), 203-208.
  • Murphy, J., Bates, P., & Anderson, J. (1984). The effect of self-instruction training of counting skills by pre- school handicapped students. Education and Treatment of Children, 7, 247-257.
  • Nye, J., Fluck, M., & Buckley, S. (2001). Counting and cardinal understanding in children with Down syndrome and typically developing children. Down Syndrome Research and Practice, 7(2), 68-78.
  • Olkun, S., Fidan, E. & Babacan-Özer, A. (2013). 5-7 yaş çocuklarda sayı kavramının gelişimi ve saymanın problem çözmede kullanımı. Eğitim ve Bilim, 38(169), 236-248.
  • Pesen, C. (2008). Yapılandırmacı öğrenme yaklaşımına göre matematik öğretimi, 4. Baskı. Ankara: Pegem Akademi
  • Reys, R.E., Lindquist, M.M. Lambdin, D.V. Smith, N.L. & Suydam, M.N. (2004). Helping children learn mathematics.13 Kasım 2014 tarihinde www.wiley.com/college/sc/reys/ch07 adresinden temin edilmiştir.
  • Sarnecka, B.W. & Carey, S. (2008). How counting represents number: What children must learn and when they learn it. Cognition, 108, 662-674.
  • Stein, M., Silbert, J. & Carnine, D. (1997). Desining effective mathematics instruction a direct instruction approach, 3th edition. New Jersey: Prentice Hall, Inc.
  • Van Luit, J.E.H. & Schopman, E.A.M. (2000). Improving early numeracy of young children with special educational needs. Remedia & Special Education, 21 (1), 27-40.
  • Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24, 220-251.
There are 32 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Serpil Alptekin This is me

Publication Date December 26, 2015
Published in Issue Year 2015 Volume: 16 Issue: 01

Cite

APA Alptekin, S. (2015). Sayma Becerilerinin Öğretimi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(01), 63-72. https://doi.org/10.1501/Ozlegt_0000000219

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