BibTex RIS Kaynak Göster

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Yıl 2014, , 1542 - 1553, 03.11.2014

Sinan Olkun Emel Yıldız Mehmet Hayri Sarı , Aslıgül Uçar Nazlı Aybala Turan

https://doi.org/10.17051/io.2014.12588
Cited By: 2

Öz

The purpose of this study was to investigate the relationship between computational fluency and the performance in solving verbal problems that require mathematical reasoning. The sample of this study consists of 428 fifth and sixth graders selected from several schools located in 4 mid-Anatolian cities. The data were gathered through 4 different tools; 1) Tempo Test Rekenen (TTR) 2) Verbal Problems Test 3) Multiplication Table Test (2 minutes) 4) Multiplication Table Test (20 minutes). The data were analyzed using statistical methods and Tempo Test Rekenen’s predictive power ofverbal problem solving skills was found as R= .692, R²= .478. Results showed that; a) Students’ arithmetic calculation skills effectively predict students’ performances in solving verbal questions that require mathematical reasoning, b) Their success of multiplication table tests increase if they are provided enough time, c) There is no significant difference between students’ TTR scores and verbal problem solving scores according to gender and grade. The findings of this study were discussed along with the related literature.

Anahtar Kelimeler

computational fluency arithmetic skills word problems mathematical reasoning multiplication table

Kaynakça

  • Askenazi, S. & Henik, A. (2010). Attentional networks in developmental dyscalculia. http://www.behavioralandbrainfunctions.com/content/6/1/2 adresinden 11.03.2014 tarihinde indirilmiştir.
  • Barbaresi, W. J., Katusic, S. K., Colligan, R. C., Weaver, A. L. ve Jacobsen, S. J. (2005). Math learning disorder: Incidence in a population-based birth cohort, 1976-82, rochester, minn. Ambul Pediatr, 5(5), 281-289. doi: 10.1367/A04-209R.1.
  • Butterworth, B. & Laurillard, D. (2010). Low numeracy and dyscalculia: Identification and intervention. ZDM Mathematics Education,42, 527–539.
  • Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From Brain to Education. Science, 332 (6033), 1049-1053.
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. (4.Baskı) Ankara: Pegem A Yayıncılık.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. (Birinci Baskı). Ankara: Pegem Akademi.
  • Campbell, J.I., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology General, 130 (2), 299-315.
  • Carr, M., Taasoobshirazi, G., Stroud, R. & Royer, J.M. (2011). Combined fluency and trategies instruction improves mathematics achievement in early elementary school. Contemporary Educational Psychology, 36, 323-333.
  • Cohen, J. (1977). Statistical power analysis for the Behavioral Sciences. (Revised Edition). London: Academic Press, Inc.
  • Corlu, M. S., Capraro, R. M., & Corlu, M. A. (2011). Developing computaional fluency with the help of science: A Turkish middle and high school grades study. TOJET: The Turkish Online Journal of Educational Technology,10 (2), 72-81.
  • Cox,L.S.,(1975).Diagnosing and remediating systematic errors in additions and subruction computations.The Aritmetic Teacher 22, 151-157.
  • Dede, Y., ve Argün, Z. (2003). Cebir, Öğrencilere Niçin Zor Gelmektedir? Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 180-185.
  • Durand, M., Hulme, C., Larkin, R. & Snowling, M. (2005).The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. Journal of Experimental Child Psychology,93, 282–283.
  • Garnett, K. (1992). Developing fluency with basic number facts: Intervention for students with learning disabilities. Learning Disabilities Research and Practice, 7(4), 210-216.
  • Geary, D. C. (1996a). The problem-size effect in mental addition: developmental and cross-national trends. Mathematical Cognition. 2 (1), 63–93.
  • Geary, D. C. (1996b). Children's mathematical development: Research and practical applications. Washington: American Psychological Association.
  • Geary, D. C (1999). Mathematical disabilities: What we know and don't know. http://www.ldonline.org/article/5881?theme=print adresinden 04.12.2013 tarihinde indirilmiştir.
  • Geary, D. C. (2003a). Arithmetical development: Commentary on chapters 9 through 15 and futuredirections. In A. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 453-464). Mahwah, NJ: Erlbaum.
  • Geary, D. C. (2003b). Learning disabilities in arithmetic: problem-solving differences and cognitive deficits. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 199-212). New York: GuilfordPress. http://web.missouri.edu/~gearyd/LDHandBk03.pdf adresinden 04.12.2013 tarihinde indirilmiştir.
  • Geary, D.C. & Hoard, M.K. (2005). Learning disabilities in arithmetic and mathematics: Theoretical and empirical perspectives. In J. I. D. Campbell (Ed.),Handbook of mathematical cognition (pp. 253-267).
  • 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.
  • Griffin, S.(2003). Laying the foundation for computational fluency in early childhood.Teaching Children Mathematics. 9 (6), 306.
  • Hyde, J. S.,Fennema, E., & Lamon, S.J. (1990). Gender differences in mathematics performance: A meta-analysis.Psychological Bulletin, 107 (2), 139-155.
  • Hiebert, J., Carpenter, T.P., & Moser, J.M. (1982). Cognitive development and children's solutions to verbal arithmetic problems.Journal for Research in Mathematics Education, 13 (2), 83-98.
  • Jenks, K. M., Van Lieshout, E. C., & De Moor, J. M. (2012). Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children.British Journal of EducationalPsychology, 82, 120–135.
  • Jordan, N., Hanich, L.B., &Uberti, H. Z.(2003).Mathematical thinking and learning difficulties. Baroody, A.,Dowker, A(Ed.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 359-384). Hillsdale, NJ:Lawrence Erlbaum Associates.
  • Kaufmann, L. (2008). Dyscalculia: Neuroscience and education. Educational Research, 50 (2), 163– 1
  • Lindberg, S.M., Hyde, J.S., Petersen, J.L., & Linn, M.C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136 (6),1123-1135.
  • Mabbott, D. J.,Bisanz, J. (2008). Computational skills, working memory, and conceptual knowledge in older children with mathematics learning disabilities. Journal of Learning Disabilities, 41 (1), 15
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA.
  • Olkun, S. Can, D. ve Yeşilpınar, M. (2013). Hesaplama Performansı Testi: Geçerlilik ve Güvenilirlik Çalışması. XII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumunda tam metin kitabı. Aydın: Adnan Menderes Üniversitesi. 89-92.
  • Russell, R. L., & Ginsburg, H. P. (1984). Cognitive analysis of children's mathematical difficulties. Cognition and Instruction, 1 (2), 217-244.
  • Shalev R.S., & Gross-Tsur, V. (2001). Developmental dyscalculia. Pediatr Neurol, 24, 337-342.
  • Siegler, R.,&Shrager, J. (1984). Strategy choice in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), Origins of Cognitive Skills (pp. 229-293). Hillsdale, NJ: Erlbaum. Torbeyns, J., Verschaffel, L. & Ghesquière, P. (2002). Strategic competence: Applying Siegler’s theoretical and methodological framework to the domain of simple addition. EuropeanJournal of Psychology of Education. 16 (3), 275-291.
  • Van de Walle, J. (2004). Elementary and middle school mathematics (5th ed.). Boston: Pearson Education Inc.
  • Wallace, A.N. & Gurganus, S.P. (2005).Teaching for mastery of multiplication. Teaching Children Mathematics. 21 (1), 26-33.
  • Wong,M. & Evans, D. (2007). Improving basic multiplication fact recall for primary school students. MathematicsEducationResearchJournal, 19(1), 89–106.

Ortaokul Öğrencilerinde İşlemsel Akıcılık, Çarpım Tablosu ve Sözel Problemlerde Başarı

Yıl 2014, , 1542 - 1553, 03.11.2014

Sinan Olkun Emel Yıldız Mehmet Hayri Sarı , Aslıgül Uçar Nazlı Aybala Turan

https://doi.org/10.17051/io.2014.12588
Cited By: 2

Öz

Bu çalışmada, temel aritmetik işlemlerde akıcılık ile matematiksel akıl yürütmeye dayalı sözel problemleri çözme performansı arasındaki ilişkiler araştırılmıştır. Çalışma 2013-2014 eğitim öğretim yılında Ankara, Eskişehir, Nevşehir ve Siirt illerinde 5. ve 6. sınıfta öğrenim gören 428 ortaokul öğrencisi ile yürütülmüştür. Veri toplama sürecinde Hesaplama Performansı Testi (TTR), Sözel Problem Testi ve Çarpım Tablosu Testi kısa süreli (2 dakika) ve uzun süreli (20 dakika) olarak uygulanmış ve toplanan veriler istatistikî tekniklerle analiz edilmiştir. Hesaplama performans testinin öğrencilerin sözel problem çözme becerisini yordama gücü R= .692, R²= .478 olarak bulunmuştur. Araştırmanın sonunda, öğrencilerin aritmetik işlem becerilerinin, matematiksel akıl yürütmeye dayalı problemleri çözme becerisini yordadığı, öğrencilere yeterli zaman verildiğinde çarpım tablosu testindeki başarılarının arttığı, sınıf düzeyi ve cinsiyete göre TTR testinden alınan puanlar ile sözel problemlerden alınan puanlar açısından anlamlı farklılık olmadığı görülmüştür. Elde edilen sonuçlar ilgili alanyazın ile tartışılmış ve önerilere yer verilmiştir.

Anahtar Kelimeler

işlemsel akıcılık aritmetik işlem becerisi sözel problemler matematiksel akıl yürütme çarpım tablosu

Kaynakça

  • Askenazi, S. & Henik, A. (2010). Attentional networks in developmental dyscalculia. http://www.behavioralandbrainfunctions.com/content/6/1/2 adresinden 11.03.2014 tarihinde indirilmiştir.
  • Barbaresi, W. J., Katusic, S. K., Colligan, R. C., Weaver, A. L. ve Jacobsen, S. J. (2005). Math learning disorder: Incidence in a population-based birth cohort, 1976-82, rochester, minn. Ambul Pediatr, 5(5), 281-289. doi: 10.1367/A04-209R.1.
  • Butterworth, B. & Laurillard, D. (2010). Low numeracy and dyscalculia: Identification and intervention. ZDM Mathematics Education,42, 527–539.
  • Butterworth, B., Varma, S., & Laurillard, D. (2011). Dyscalculia: From Brain to Education. Science, 332 (6033), 1049-1053.
  • Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. (4.Baskı) Ankara: Pegem A Yayıncılık.
  • Can, A. (2013). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. (Birinci Baskı). Ankara: Pegem Akademi.
  • Campbell, J.I., & Xue, Q. (2001). Cognitive arithmetic across cultures. Journal of Experimental Psychology General, 130 (2), 299-315.
  • Carr, M., Taasoobshirazi, G., Stroud, R. & Royer, J.M. (2011). Combined fluency and trategies instruction improves mathematics achievement in early elementary school. Contemporary Educational Psychology, 36, 323-333.
  • Cohen, J. (1977). Statistical power analysis for the Behavioral Sciences. (Revised Edition). London: Academic Press, Inc.
  • Corlu, M. S., Capraro, R. M., & Corlu, M. A. (2011). Developing computaional fluency with the help of science: A Turkish middle and high school grades study. TOJET: The Turkish Online Journal of Educational Technology,10 (2), 72-81.
  • Cox,L.S.,(1975).Diagnosing and remediating systematic errors in additions and subruction computations.The Aritmetic Teacher 22, 151-157.
  • Dede, Y., ve Argün, Z. (2003). Cebir, Öğrencilere Niçin Zor Gelmektedir? Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 180-185.
  • Durand, M., Hulme, C., Larkin, R. & Snowling, M. (2005).The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. Journal of Experimental Child Psychology,93, 282–283.
  • Garnett, K. (1992). Developing fluency with basic number facts: Intervention for students with learning disabilities. Learning Disabilities Research and Practice, 7(4), 210-216.
  • Geary, D. C. (1996a). The problem-size effect in mental addition: developmental and cross-national trends. Mathematical Cognition. 2 (1), 63–93.
  • Geary, D. C. (1996b). Children's mathematical development: Research and practical applications. Washington: American Psychological Association.
  • Geary, D. C (1999). Mathematical disabilities: What we know and don't know. http://www.ldonline.org/article/5881?theme=print adresinden 04.12.2013 tarihinde indirilmiştir.
  • Geary, D. C. (2003a). Arithmetical development: Commentary on chapters 9 through 15 and futuredirections. In A. Baroody & A. Dowker (Eds.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 453-464). Mahwah, NJ: Erlbaum.
  • Geary, D. C. (2003b). Learning disabilities in arithmetic: problem-solving differences and cognitive deficits. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 199-212). New York: GuilfordPress. http://web.missouri.edu/~gearyd/LDHandBk03.pdf adresinden 04.12.2013 tarihinde indirilmiştir.
  • Geary, D.C. & Hoard, M.K. (2005). Learning disabilities in arithmetic and mathematics: Theoretical and empirical perspectives. In J. I. D. Campbell (Ed.),Handbook of mathematical cognition (pp. 253-267).
  • 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.
  • Griffin, S.(2003). Laying the foundation for computational fluency in early childhood.Teaching Children Mathematics. 9 (6), 306.
  • Hyde, J. S.,Fennema, E., & Lamon, S.J. (1990). Gender differences in mathematics performance: A meta-analysis.Psychological Bulletin, 107 (2), 139-155.
  • Hiebert, J., Carpenter, T.P., & Moser, J.M. (1982). Cognitive development and children's solutions to verbal arithmetic problems.Journal for Research in Mathematics Education, 13 (2), 83-98.
  • Jenks, K. M., Van Lieshout, E. C., & De Moor, J. M. (2012). Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children.British Journal of EducationalPsychology, 82, 120–135.
  • Jordan, N., Hanich, L.B., &Uberti, H. Z.(2003).Mathematical thinking and learning difficulties. Baroody, A.,Dowker, A(Ed.), The development of arithmetic concepts and skills: Constructing adaptive expertise (pp. 359-384). Hillsdale, NJ:Lawrence Erlbaum Associates.
  • Kaufmann, L. (2008). Dyscalculia: Neuroscience and education. Educational Research, 50 (2), 163– 1
  • Lindberg, S.M., Hyde, J.S., Petersen, J.L., & Linn, M.C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136 (6),1123-1135.
  • Mabbott, D. J.,Bisanz, J. (2008). Computational skills, working memory, and conceptual knowledge in older children with mathematics learning disabilities. Journal of Learning Disabilities, 41 (1), 15
  • National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA.
  • Olkun, S. Can, D. ve Yeşilpınar, M. (2013). Hesaplama Performansı Testi: Geçerlilik ve Güvenilirlik Çalışması. XII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumunda tam metin kitabı. Aydın: Adnan Menderes Üniversitesi. 89-92.
  • Russell, R. L., & Ginsburg, H. P. (1984). Cognitive analysis of children's mathematical difficulties. Cognition and Instruction, 1 (2), 217-244.
  • Shalev R.S., & Gross-Tsur, V. (2001). Developmental dyscalculia. Pediatr Neurol, 24, 337-342.
  • Siegler, R.,&Shrager, J. (1984). Strategy choice in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), Origins of Cognitive Skills (pp. 229-293). Hillsdale, NJ: Erlbaum. Torbeyns, J., Verschaffel, L. & Ghesquière, P. (2002). Strategic competence: Applying Siegler’s theoretical and methodological framework to the domain of simple addition. EuropeanJournal of Psychology of Education. 16 (3), 275-291.
  • Van de Walle, J. (2004). Elementary and middle school mathematics (5th ed.). Boston: Pearson Education Inc.
  • Wallace, A.N. & Gurganus, S.P. (2005).Teaching for mastery of multiplication. Teaching Children Mathematics. 21 (1), 26-33.
  • Wong,M. & Evans, D. (2007). Improving basic multiplication fact recall for primary school students. MathematicsEducationResearchJournal, 19(1), 89–106.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Sinan Olkun Bu kişi benim

Emel Yıldız Bu kişi benim

Mehmet Hayri Sarı

Aslıgül Uçar Bu kişi benim

Nazlı Aybala Turan Bu kişi benim

Yayımlanma Tarihi 3 Kasım 2014
Yayımlandığı Sayı Yıl 2014

Kaynak Göster

APA Olkun, S., Yıldız, E., Sarı, M. H., Uçar, A., vd. (2014). -. İlköğretim Online, 13(4), 1542-1553. https://doi.org/10.17051/io.2014.12588
AMA Olkun S, Yıldız E, Sarı MH, Uçar A, Aybala Turan N. -. İOO. Kasım 2014;13(4):1542-1553. doi:10.17051/io.2014.12588
Chicago Olkun, Sinan, Emel Yıldız, Mehmet Hayri Sarı, Aslıgül Uçar, ve Nazlı Aybala Turan. “-”. İlköğretim Online 13, sy. 4 (Kasım 2014): 1542-53. https://doi.org/10.17051/io.2014.12588.
EndNote Olkun S, Yıldız E, Sarı MH, Uçar A, Aybala Turan N (01 Kasım 2014) -. İlköğretim Online 13 4 1542–1553.
IEEE S. Olkun, E. Yıldız, M. H. Sarı, A. Uçar, ve N. Aybala Turan, “-”, İOO, c. 13, sy. 4, ss. 1542–1553, 2014, doi: 10.17051/io.2014.12588.
ISNAD Olkun, Sinan vd. “-”. İlköğretim Online 13/4 (Kasım 2014), 1542-1553. https://doi.org/10.17051/io.2014.12588.
JAMA Olkun S, Yıldız E, Sarı MH, Uçar A, Aybala Turan N. -. İOO. 2014;13:1542–1553.
MLA Olkun, Sinan vd. “-”. İlköğretim Online, c. 13, sy. 4, 2014, ss. 1542-53, doi:10.17051/io.2014.12588.
Vancouver Olkun S, Yıldız E, Sarı MH, Uçar A, Aybala Turan N. -. İOO. 2014;13(4):1542-53.

Cited By

Ebeveyn Matematik Kaygısı Ölçeği Geliştirme Çalışması-Stemes
Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi
Yılmaz Mutlu
https://doi.org/10.18506/anemon.463756
Matematik Öğretmen Adaylarının Matematik Öğretmeye Yönelik Kaygılarının İncelenmesi
Kuramsal Eğitimbilim
Selin ÇENBERCİ
https://doi.org/10.30831/akukeg.455708