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Year 2014, Volume: 5 Issue: 1, 73 - 88, 18.04.2014
https://doi.org/10.16949/turcomat.67936

Abstract

Number sense involves efficient strategies and the ability to think flexibly with numbers and number operations and flexible thinking ability and the inclination getting for making sound mathematical judgements. The aim of this study was to investigate the strategies used by mathematics teachers while solving number sense problems. Eleven mathematics teachers from a graduate program in education were the participants. A number sense test which has a total of 12 problems is used as the data gathering tool. Teachers’ responses and strategies were analyzed both qualitatively and quantitatively.First, participants’ responses were evaluated for correctness. Then the strategies teachers used were analyzed. The strategies were categorized as based on the use of number sense or rule based strategies. When the correct and incorrect responses were considered together, in the 46% of the responses number sense strategies were used and in 54% the rule-based strategies were used. The results of this study showed that even though teachers can use number sense strategies at some level, there is still room for development in teachers’ number sense.

References

  • Alsawaie, O. N. (2011). Number sense-based strategies used by high-achieving sixth grade students who experıenced reform textbooks. International Journal of Science and Mathematics Education, 10(5), 1-27.
  • Anghileri, J. (2006). Teaching number sense (2 ed.). London: Continuum International Publishing Group.
  • Bilgin, N. (2006). Sosyal bilimlerde içerik analizi: Teknikler ve örnek çalışmalar. Ankara: Siyasal Kitapevi.
  • Burns, M. (2007). About teaching mathematics: A K-8 resource (3 ed.). Sausalito, CA: Math Solution Publications.
  • Cohen, L., & Manion, L. (1994). Research methods in education (4 ed.). New York: Routledge.
  • Courtney-Clarke, M. A. E. (2012). Exploring the number sense of final year primary preservice teachers (Master’s Thesis). Stellenbosch University, Stellenbosch.
  • Crites, T. (1994). Using lotteries to improve stunderts' number sense and understanding of probability. School Science and Mathematics, 94(4), 203-207.
  • Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. The Journal of Special Education, 33(1), 18-28. Harç, S. (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcut durumlarının analizi (Yayınlanmamış yüksek lisans tezi). Marmara Üniversitesi, İstanbul.
  • Kayhan Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi (Doktora tezi). Hacettepe Üniversitesi, Ankara.
  • Kayhan Altay, M. & Umay, A. (2011). Sınıf öğretmeni adaylarının hesaplama becerileri ve sayı duyuları arasındaki ilişkinin incelenmesi. e-Journal of New World Sciences Academy, 6 (1), 1277-1283.
  • Kılıç, Ç. (2011, Ekim) NCTM ilkelerinde ve ilköğretim matematik dersi (1.-5. sınıflar). öğretiminde sayı hissi. I. Uluslararası Eğitim Programları ve Öğretim Kongresi, Eskişehir.
  • Lester, F. K. (Ed.). (2007). Second handbook of research on mathematics teaching and learning. Charlotte, NC: Information Age.
  • Markovits, Z., & Pang, J. S. (2007). The ability of sixth grade students in Korea and Israel to cope with number sense tasks. In J. H. Woo, H. C. Lew & K. S. Park (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 241-248). Seoul: PME.
  • Markovits, Z., & Sowder, J. (1994). Developing number sense: An intervention study in grade Journal for Research in Mathematics Education, 25, 4-29.
  • 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.
  • MEB. (2009). İlköğretim matematik dersi 6–8. sınıflar öğretim programı. Ankara: Milli Eğitim Basımevi.
  • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Reys, R., Reys, B., Emanuelsson, G., Johansson, B., McIntosh, A., & Yang, D. C. (1999). Assessing number sense of students in Australia, Sweden, Taiwan, and the United States. School Science and Mathematics, 99(2), 61-70.
  • Rosenstein, J. G., Caldwell, J. H., & Crown, W. D. (1996). New Jersey mathematics curriculum framework. New Brunswick: New Jersey Mathematics Coalition.
  • Shumway, J. F. (2011). Number sense routines: Building numerical literacy every day in grades K-3. Portland: Stenhouse Publishers.
  • Sowder, J. T., & Kelin, J. (1993). Number sense and related topics. In D. T. Owens (Ed.), Research ideas for the classroom: Middle grades mathematics (pp. 41-57). New York: Macmillian.
  • Şengül, S. (2013). Identification of number sense strategies used by pre-service elementary teachers. Educational Sciences: Theory & Practice, 13(3), 1965-1974.
  • Şengül, S. & Gülbağcı, H. (2012). Evaluation of number sense on the subject of decimal numbers of the secondary stage students in Turkey. International Online Journal of Educational Sciences, 4(2), 296-310.
  • Tsao, Y. L. (2004). Effects of a problem-solving-based mathematics course on number sense of preservice teachers. Journal of College Teaching and Learning, 1(2), 33-49.
  • Tsao, Y. L., & Lin, Y. C. (2011). The study of number sense and teaching practice. Journal of Case Studies in Education, 2, 1-14.
  • Umay, A., Akkuş, O. ve Paksu, A. D. (2006). Matematik dersi 1.-5. sınıf öğretim programının NCTM prensip ve standartlarına göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 198-211.
  • Van de Walle, J. A. (2007). Elementary and middle school mathematics: Teaching developmentally (6 ed.). Boston: Pearson.
  • Yang, D. C. (2003). Teaching and learning number sense–an intervention study of fifth grade students in Taiwan. International Journal of Science and Mathematics Education, 1(1), 115-134.
  • Yang, D. C. (2005). Number sense strategies used by 6th grade students in Taiwan. Educational Studies, 31(3), 317-333.
  • Yang, D. C. (2007). Investigating the strategies used by pre-service teachers in Taiwan when responding to number sense questions. School Science and Mathematics, 107(7), 293-30
  • Yang, D. C. & Hsu, C. J. (2009). Teaching number sense for 6th graders in Taiwan. International Electronic Journal of Mathematics Education, 4(2), 92-109.
  • Yang, D. C., Hsu, C. J., & Huang, M. C. (2004). A study of teaching and learning number sense for sixth grade students in Taiwan. International Journal of Science and Mathematics Education, 2(3), 407-430.
  • Yang, D. C., & Li, M. F. (2008). An investigation of 3rd grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443-455.
  • Yang, D. C., Li, M. N., & Lin, C. I. (2008). A study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6(4), 789-807.
  • Yang, D. C., Reys, R. E., & Reys, B. J. (2009). Number sense strategies used by pre-service teachers in Taiwan. International Journal of Science and Mathematics Education, 7(2), 383-40

Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler

Year 2014, Volume: 5 Issue: 1, 73 - 88, 18.04.2014
https://doi.org/10.16949/turcomat.67936

Abstract

Sayı hissi; sayılar ve işlemler için geliştirilen faydalı stratejileri ve matematiksel yargılara varmak için kullanılan esnek düşünebilme kabiliyetini ve yatkınlığını içerir. Bu çalışmanın amacı da matematik öğretmenlerinin sayı hissi problemlerini çözerken kullandıkları stratejilerin incelenmesidir. Çalışma İstanbul ili sınırları içinde yer alan bir devlet üniversitesinde yüksek lisans yapan 11 öğretmenin katılımıyla gerçekleştirilmiştir. Ölçme aracı olarak 12 açık uçlu sorudan oluşan sayı hissi testi kullanılmıştır. Öğretmenlerin sorulara verdikleri cevaplar ve çözüm yolları nitel ve nicel analiz yöntemleri kullanılarak analiz edilmiştir. Veriler öncelikle doğru ve yanlış daha sonra ise kullanılan çözüm yollarına göre sayı hissi stratejisi veya kural temelli strateji durumlarına göre kategorize edilmiştir. Veri analizi sonucunda doğru ve yanlış ayırımına girilmeden tüm çözümler göz önüne alındığında %46,2’sinde sayı hissi stratejileri, %53,8’inde kural temelli stratejiler kullanılarak sonuca ulaşıldığı ortaya çıkmıştır. Çalışmanın sonucunda öğretmenlerin problem çözümlerinde sayı hissi stratejilerini iyi bir seviyede olmasa da orta düzeyde kullanabildikleri belirlenmiştir.

Anahtar Kelimeler:    Sayı hissi, sayı hissi stratejisi, matematik öğretmeni

References

  • Alsawaie, O. N. (2011). Number sense-based strategies used by high-achieving sixth grade students who experıenced reform textbooks. International Journal of Science and Mathematics Education, 10(5), 1-27.
  • Anghileri, J. (2006). Teaching number sense (2 ed.). London: Continuum International Publishing Group.
  • Bilgin, N. (2006). Sosyal bilimlerde içerik analizi: Teknikler ve örnek çalışmalar. Ankara: Siyasal Kitapevi.
  • Burns, M. (2007). About teaching mathematics: A K-8 resource (3 ed.). Sausalito, CA: Math Solution Publications.
  • Cohen, L., & Manion, L. (1994). Research methods in education (4 ed.). New York: Routledge.
  • Courtney-Clarke, M. A. E. (2012). Exploring the number sense of final year primary preservice teachers (Master’s Thesis). Stellenbosch University, Stellenbosch.
  • Crites, T. (1994). Using lotteries to improve stunderts' number sense and understanding of probability. School Science and Mathematics, 94(4), 203-207.
  • Gersten, R., & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for students with mathematical disabilities. The Journal of Special Education, 33(1), 18-28. Harç, S. (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcut durumlarının analizi (Yayınlanmamış yüksek lisans tezi). Marmara Üniversitesi, İstanbul.
  • Kayhan Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi (Doktora tezi). Hacettepe Üniversitesi, Ankara.
  • Kayhan Altay, M. & Umay, A. (2011). Sınıf öğretmeni adaylarının hesaplama becerileri ve sayı duyuları arasındaki ilişkinin incelenmesi. e-Journal of New World Sciences Academy, 6 (1), 1277-1283.
  • Kılıç, Ç. (2011, Ekim) NCTM ilkelerinde ve ilköğretim matematik dersi (1.-5. sınıflar). öğretiminde sayı hissi. I. Uluslararası Eğitim Programları ve Öğretim Kongresi, Eskişehir.
  • Lester, F. K. (Ed.). (2007). Second handbook of research on mathematics teaching and learning. Charlotte, NC: Information Age.
  • Markovits, Z., & Pang, J. S. (2007). The ability of sixth grade students in Korea and Israel to cope with number sense tasks. In J. H. Woo, H. C. Lew & K. S. Park (Eds.), Proceedings of the 31st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 241-248). Seoul: PME.
  • Markovits, Z., & Sowder, J. (1994). Developing number sense: An intervention study in grade Journal for Research in Mathematics Education, 25, 4-29.
  • 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.
  • MEB. (2009). İlköğretim matematik dersi 6–8. sınıflar öğretim programı. Ankara: Milli Eğitim Basımevi.
  • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
  • Reys, R., Reys, B., Emanuelsson, G., Johansson, B., McIntosh, A., & Yang, D. C. (1999). Assessing number sense of students in Australia, Sweden, Taiwan, and the United States. School Science and Mathematics, 99(2), 61-70.
  • Rosenstein, J. G., Caldwell, J. H., & Crown, W. D. (1996). New Jersey mathematics curriculum framework. New Brunswick: New Jersey Mathematics Coalition.
  • Shumway, J. F. (2011). Number sense routines: Building numerical literacy every day in grades K-3. Portland: Stenhouse Publishers.
  • Sowder, J. T., & Kelin, J. (1993). Number sense and related topics. In D. T. Owens (Ed.), Research ideas for the classroom: Middle grades mathematics (pp. 41-57). New York: Macmillian.
  • Şengül, S. (2013). Identification of number sense strategies used by pre-service elementary teachers. Educational Sciences: Theory & Practice, 13(3), 1965-1974.
  • Şengül, S. & Gülbağcı, H. (2012). Evaluation of number sense on the subject of decimal numbers of the secondary stage students in Turkey. International Online Journal of Educational Sciences, 4(2), 296-310.
  • Tsao, Y. L. (2004). Effects of a problem-solving-based mathematics course on number sense of preservice teachers. Journal of College Teaching and Learning, 1(2), 33-49.
  • Tsao, Y. L., & Lin, Y. C. (2011). The study of number sense and teaching practice. Journal of Case Studies in Education, 2, 1-14.
  • Umay, A., Akkuş, O. ve Paksu, A. D. (2006). Matematik dersi 1.-5. sınıf öğretim programının NCTM prensip ve standartlarına göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 198-211.
  • Van de Walle, J. A. (2007). Elementary and middle school mathematics: Teaching developmentally (6 ed.). Boston: Pearson.
  • Yang, D. C. (2003). Teaching and learning number sense–an intervention study of fifth grade students in Taiwan. International Journal of Science and Mathematics Education, 1(1), 115-134.
  • Yang, D. C. (2005). Number sense strategies used by 6th grade students in Taiwan. Educational Studies, 31(3), 317-333.
  • Yang, D. C. (2007). Investigating the strategies used by pre-service teachers in Taiwan when responding to number sense questions. School Science and Mathematics, 107(7), 293-30
  • Yang, D. C. & Hsu, C. J. (2009). Teaching number sense for 6th graders in Taiwan. International Electronic Journal of Mathematics Education, 4(2), 92-109.
  • Yang, D. C., Hsu, C. J., & Huang, M. C. (2004). A study of teaching and learning number sense for sixth grade students in Taiwan. International Journal of Science and Mathematics Education, 2(3), 407-430.
  • Yang, D. C., & Li, M. F. (2008). An investigation of 3rd grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443-455.
  • Yang, D. C., Li, M. N., & Lin, C. I. (2008). A study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6(4), 789-807.
  • Yang, D. C., Reys, R. E., & Reys, B. J. (2009). Number sense strategies used by pre-service teachers in Taiwan. International Journal of Science and Mathematics Education, 7(2), 383-40
There are 35 citations in total.

Details

Primary Language Turkish
Journal Section Research Articles
Authors

Sare Şengül

Hande Gülbağcı Dede

Publication Date April 18, 2014
Published in Issue Year 2014 Volume: 5 Issue: 1

Cite

APA Şengül, S., & Gülbağcı Dede, H. (2014). Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 5(1), 73-88. https://doi.org/10.16949/turcomat.67936
AMA Şengül S, Gülbağcı Dede H. Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler. Turkish Journal of Computer and Mathematics Education (TURCOMAT). April 2014;5(1):73-88. doi:10.16949/turcomat.67936
Chicago Şengül, Sare, and Hande Gülbağcı Dede. “Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 5, no. 1 (April 2014): 73-88. https://doi.org/10.16949/turcomat.67936.
EndNote Şengül S, Gülbağcı Dede H (April 1, 2014) Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 5 1 73–88.
IEEE S. Şengül and H. Gülbağcı Dede, “Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 5, no. 1, pp. 73–88, 2014, doi: 10.16949/turcomat.67936.
ISNAD Şengül, Sare - Gülbağcı Dede, Hande. “Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 5/1 (April 2014), 73-88. https://doi.org/10.16949/turcomat.67936.
JAMA Şengül S, Gülbağcı Dede H. Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2014;5:73–88.
MLA Şengül, Sare and Hande Gülbağcı Dede. “Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 5, no. 1, 2014, pp. 73-88, doi:10.16949/turcomat.67936.
Vancouver Şengül S, Gülbağcı Dede H. Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2014;5(1):73-88.

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