İlkokul Dördüncü Sınıf Öğrencilerinin Sayı Duyusu Performansının Bazı Değişkenler Açısından İncelenmesi
Öz
Bu
araştırmanın amacı, ilkokul dördüncü sınıf öğrencilerinin sayı duyusu
performansını, soruların bağlam içerip içermeme durumu, sayı duyusu
bileşenleri, cinsiyet, Türkçe ve matematik dersleri akademik başarısı
değişkenlerine göre incelemektir. Araştırmada betimsel araştırma türlerinden
ilişkisel tarama modeli kullanılmıştır. Araştırma, 2017-2018 eğitim-öğretim
yılının bahar döneminde 199 ilkokul dördüncü sınıf öğrencisi ile
gerçekleştirilmiştir. Veri toplama aracı olarak bağlam içeren ve içermeyen
problem durumlarından oluşan sayı duyusu ölçme araçları kullanılmıştır. Verilerin
analizinde, betimsel istatistikler, Mann-Whitney U testi, Kruskal Wallis H
testi ve Spearman sıra farkları korelasyon katsayısı kullanılmıştır. Araştırma
sonucunda, öğrencilerin sayı duyusu performansının oldukça düşük olduğu
görülmüştür. Soruların özelliklerine
bağlı olarak bazı sorularda sayı duyusu kullanımı biraz daha artmıştır.
Öğrencilerin sayı duyusu performansları cinsiyete göre anlamlı bir farklılaşma
göstermemiştir. Türkçe ve matematik dersleri akademik başarısı düşük olan
öğrencilerin, orta ve yüksek düzey başarı gösteren öğrencilerle benzer sayı
duyusu performansı gösterdiği sonucuna ulaşılmıştır.
Anahtar Kelimeler
Sayı duyusu sayı duyusu bileşenleri ilkokul dördüncü sınıf bağlam akademik başarı
Kaynakça
- Aunio, P., Ee, J., Lim, S. E. A., Hautamaki, J., & Van Luit, J. E. H. (2004). Young children’s number sense in Finland, Hong Kong and Singapore. International Journal of Early Years Education, 12(3), 195–216. Aunio, P., Niemivirta, M., Hautamaki, J., Van Luit, J. E. H., Shi, J., & Zhang, M. (2006). Young children’s number sense in China and Finland. Scandinavian Journal of Educational Research, 50(5), 483–502. Can, D. (2017). İlkokul dördüncü sınıf öğrencilerinin sayı duyularının bağlam temelli ve bağlam temelli olmayan problem durumlarında incelenmesi. (Yayınlanmamış Doktora Tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Çekirdekci, S., Şengül, S., & Doğan, M. C. (2016). 4. sınıf öğrencilerinin sayı hissi ile matematik başarıları arasındaki ilişkinin incelenmesi. Qualitative Studies (NWSAQS), 11(4), 48-66. Cooper, B. (1992). Testing National Curriculum Mathematics: Some critical comments on the treatment of "real" contexts for mathematics. The Curriculum Journal, 3, 231-243. Dehaene, S. (1997). The number sense. New York: Oxford University Press. Fuchs, L. S., Fuchs, D., Compton, D. L., Hamlett, C. L. & Wang, A. Y. (2015). Is word-problem solving a form of text comprehension? Scientific Studies of Reading, 19(3), 204-223. Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304. Ghazali, M. & Zanzali, N. (1999). Assessment of School Children‘s Number Sense. Proceedings of The International Conference on Mathematics Education into the 21st Century: Societal Challenges: Issues and Approaches. Cairo, Egypt. Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain source. Journal for Research in Mathematics Education, 22(3), 170–218. Halberda, J., & Feigenson, L. (2008). Developmental change in the acuity of the “number sense”: The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults. Developmental Psychology, 44(5), 1457-1465. Hinkle, D. E., Wiersma, W., & Jurs, S. G. (1979). Applied statistics fort he behavioral sciences. Chicago: Rand McNally College Publishing. Irwin, K. C. (2001). Using everyday knowledge of decimals to enhance understanding. Journal for Research in Mathematics Education, 32(4), 399-420. Jordan, N. C., Glutting, J., Ramineni, C., & Watkins, M. W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39, 181–185. Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46. Kaminski, E. (2002). Promoting mathematical understanding: number sense in action. Mathematics Education Research Journal, 14(2), 133-149. Kayhan Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi. (Yayınlanmamış Doktora Tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. McIntosh, A., Reys, B. J. & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2-9. MEB (2009). İlköğretim matematik dersi 1-5. sınıflar öğretim programı. Ankara: Milli Eğitim Basımevi. MEB (2015). İlkokul matematik dersi (1, 2, 3 ve 4. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi. MEB (2018). Matematik dersi öğretim programı (1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Milli Eğitim Basımevi. Reys, R. E., & Yang, D. C. (1998). Relationship between computational performance and number sense among sixth- and eighth- grade students in Taiwan. Journal for Research in Mathematics Education, 29(2), 225-237. Reys, R., Reys, B., McIntosh, A., Emanuelsson, G., Johansson, B., & Yang, D. C. (1999). Assessing number sense of Students in Australia, Sweeden, Taiwan, and the United States. School Science and Mathematics, 99(2), 61-70. Şengül, S. & Gülbağcı Dede, H. (2013). Sayı hissi bileşenlerine ait sınıflandırmaların incelenmesi. International Journal of Social Science, 6(8), 645-664. Torbeyns, J. & Verschaffel, L. (2016). Mental computation or standart algorithm? Children’s strategy choices on multi-digit subtractions. European Journal of Psychology of Education, 31(2), 99-116. Van De Walle, J. A., Karen, S. K., & Bay-Williams, J. B. (2012). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim. (Çev. Edit. Soner Durmuş). Ankara: Nobel Akademik Yayıncılık. Van Den Heuvel-Panhuizen, M. (2005). The role of contexts in assessment problems in mathematics. For the Learning of Mathematics, 25(2), 2-23. Vilenius-Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical Word problems and reading comprehension. Educational Psychology, 28(4), 409-426. Wu, M. J., & Adams, R. J. (2006). Modelling mathematics problem solving item responses using a multidimensional IRT model. Mathematics Education Research Journal, 18(2), 93-113. Yang, D. C. (1995). Number sense performance and strategies possessed by sixth and eighth grade students in Taiwan. (Unpublished Doctoral Dissertation). University of Missouri, Columbia. 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), 293-301. Yang, D. C., & Huang, F. Y. (2004). Relationships among computational performance, pictorial representation, symbolic representation and number sense of sixth-grade students in Taiwan. Educational Studies, 30(4), 373-389. 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., & Liu, Y. F. (2013). Examining the differences on comparing fraction size for 5th graders between contextual and numerical problems. Asian Journal of Education and e-Learning, 1(2), 112-117. Yang, D. C., & Wu, S. S. (2012). Examining the differences of 8th graders’ estimation performance between contextual and numerical problems. US-China Educational Review, 12, 1061-1067.
Examination of the Number Sense Performance of the Fourth Grade Elementary School Students based on Some Variables
Öz
The aim of the study is to analyse the number sense performance of the fourth
grade elementary school students based on the variables of context-based and
noncontext-based items, number sense components, gender and student achievement
in Turkish and mathematics courses. The study uses correlational survey model
which part of descriptive research types. The study was carried out during the
spring semester of the school year 2017-2018 on a sample of 199 fourth grade
students. The data of the study were gathered through the administration of
number sense tests including context-based and noncontext-based items. In the
data analysis the descriptive statistics, the Mann-Whitney U test, the Kruskal
Wallis H test and the Spearman Correlation Coefficient were employed. The results of the study showed that the performance
of the participants in using number sense was very low. In some problems it increased based on the
characteristics of the items. Their number sense performance did not
significantly vary based on gender. It was also found that those students whose
achievement in the courses of Turkish and mathematics was lower had the same
level of number sense performance as those students whose achievement in the
courses of Turkish and mathematics was either higher or medium.
Anahtar Kelimeler
Number sense number sense components elementary school fourth grade context academic achievement
Kaynakça
- Aunio, P., Ee, J., Lim, S. E. A., Hautamaki, J., & Van Luit, J. E. H. (2004). Young children’s number sense in Finland, Hong Kong and Singapore. International Journal of Early Years Education, 12(3), 195–216. Aunio, P., Niemivirta, M., Hautamaki, J., Van Luit, J. E. H., Shi, J., & Zhang, M. (2006). Young children’s number sense in China and Finland. Scandinavian Journal of Educational Research, 50(5), 483–502. Can, D. (2017). İlkokul dördüncü sınıf öğrencilerinin sayı duyularının bağlam temelli ve bağlam temelli olmayan problem durumlarında incelenmesi. (Yayınlanmamış Doktora Tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. Çekirdekci, S., Şengül, S., & Doğan, M. C. (2016). 4. sınıf öğrencilerinin sayı hissi ile matematik başarıları arasındaki ilişkinin incelenmesi. Qualitative Studies (NWSAQS), 11(4), 48-66. Cooper, B. (1992). Testing National Curriculum Mathematics: Some critical comments on the treatment of "real" contexts for mathematics. The Curriculum Journal, 3, 231-243. Dehaene, S. (1997). The number sense. New York: Oxford University Press. Fuchs, L. S., Fuchs, D., Compton, D. L., Hamlett, C. L. & Wang, A. Y. (2015). Is word-problem solving a form of text comprehension? Scientific Studies of Reading, 19(3), 204-223. Gersten, R., Jordan, N. C., & Flojo, J. R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38, 293-304. Ghazali, M. & Zanzali, N. (1999). Assessment of School Children‘s Number Sense. Proceedings of The International Conference on Mathematics Education into the 21st Century: Societal Challenges: Issues and Approaches. Cairo, Egypt. Greeno, J. G. (1991). Number sense as situated knowing in a conceptual domain source. Journal for Research in Mathematics Education, 22(3), 170–218. Halberda, J., & Feigenson, L. (2008). Developmental change in the acuity of the “number sense”: The approximate number system in 3-, 4-, 5-, and 6-year-olds and adults. Developmental Psychology, 44(5), 1457-1465. Hinkle, D. E., Wiersma, W., & Jurs, S. G. (1979). Applied statistics fort he behavioral sciences. Chicago: Rand McNally College Publishing. Irwin, K. C. (2001). Using everyday knowledge of decimals to enhance understanding. Journal for Research in Mathematics Education, 32(4), 399-420. Jordan, N. C., Glutting, J., Ramineni, C., & Watkins, M. W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39, 181–185. Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first grade math achievement from developmental number sense trajectories. Learning Disabilities Research & Practice, 22(1), 36-46. Kaminski, E. (2002). Promoting mathematical understanding: number sense in action. Mathematics Education Research Journal, 14(2), 133-149. Kayhan Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi. (Yayınlanmamış Doktora Tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara. McIntosh, A., Reys, B. J. & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12(3), 2-9. MEB (2009). İlköğretim matematik dersi 1-5. sınıflar öğretim programı. Ankara: Milli Eğitim Basımevi. MEB (2015). İlkokul matematik dersi (1, 2, 3 ve 4. sınıflar) öğretim programı. Ankara: Milli Eğitim Basımevi. MEB (2018). Matematik dersi öğretim programı (1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Milli Eğitim Basımevi. Reys, R. E., & Yang, D. C. (1998). Relationship between computational performance and number sense among sixth- and eighth- grade students in Taiwan. Journal for Research in Mathematics Education, 29(2), 225-237. Reys, R., Reys, B., McIntosh, A., Emanuelsson, G., Johansson, B., & Yang, D. C. (1999). Assessing number sense of Students in Australia, Sweeden, Taiwan, and the United States. School Science and Mathematics, 99(2), 61-70. Şengül, S. & Gülbağcı Dede, H. (2013). Sayı hissi bileşenlerine ait sınıflandırmaların incelenmesi. International Journal of Social Science, 6(8), 645-664. Torbeyns, J. & Verschaffel, L. (2016). Mental computation or standart algorithm? Children’s strategy choices on multi-digit subtractions. European Journal of Psychology of Education, 31(2), 99-116. Van De Walle, J. A., Karen, S. K., & Bay-Williams, J. B. (2012). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim. (Çev. Edit. Soner Durmuş). Ankara: Nobel Akademik Yayıncılık. Van Den Heuvel-Panhuizen, M. (2005). The role of contexts in assessment problems in mathematics. For the Learning of Mathematics, 25(2), 2-23. Vilenius-Tuohimaa, P. M., Aunola, K., & Nurmi, J. E. (2008). The association between mathematical Word problems and reading comprehension. Educational Psychology, 28(4), 409-426. Wu, M. J., & Adams, R. J. (2006). Modelling mathematics problem solving item responses using a multidimensional IRT model. Mathematics Education Research Journal, 18(2), 93-113. Yang, D. C. (1995). Number sense performance and strategies possessed by sixth and eighth grade students in Taiwan. (Unpublished Doctoral Dissertation). University of Missouri, Columbia. 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), 293-301. Yang, D. C., & Huang, F. Y. (2004). Relationships among computational performance, pictorial representation, symbolic representation and number sense of sixth-grade students in Taiwan. Educational Studies, 30(4), 373-389. 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., & Liu, Y. F. (2013). Examining the differences on comparing fraction size for 5th graders between contextual and numerical problems. Asian Journal of Education and e-Learning, 1(2), 112-117. Yang, D. C., & Wu, S. S. (2012). Examining the differences of 8th graders’ estimation performance between contextual and numerical problems. US-China Educational Review, 12, 1061-1067.