Preservice Teachers\' Levels of Understanding of Place Value and Numeration Systems

Yıl 2013, Cilt: 12 Sayı: 3, 759 - 769, 26.06.2013

Kamuran Tarım Perihan Dinç Artut

Öz

The purpose of this study is to determine preservice teachers’ levels of understanding (error reproduction ) and analyzing (dept of analysis ) the errors about place values and numeration systems and their using descriptive language according to their genders. This study was designed as a descriptive survey and both qualitative and quantitative research techniques were used. Accordingly, the study was carried out with 140 (female: 71, male: 69) pre-service classroom teachers at the third grade in the academic year of 2010-2011. Four questions which were intended for basic skills about the concept of place value and which included possible errors that the students at the primary school might make were used as the data collection tool. The results of this research revealed that preservice teachers were more successful in understanding the errors than they were in the dept of analysing and using descriptive language. Preservice teachers; however, could not give satisfactory responses about analyzing the error and the language that they used in explaining the errors.

Anahtar Kelimeler

Place Value, Preservice Teachers, Numeration Systems

Öğretmen Adaylarının Basamak Değeri ve Sayma Sistemlerini Anlama Düzeyleri

Öz

Bu çalışmanın amacı öğretmen adaylarının cinsiyetlerine göre basamak değeri ve sayma sistemlerine ilişkin hataları anlama , analiz etme , açıklayıcı dil düzeylerinin belirlenmesidir. Çalışma tarama modelinde betimsel bir çalışmadır. Bu amaçla 2010-2011 öğretim yılı 3. sınıflarına devam eden 140 sınıf öğretmen adayı (kız:71; erkek: 69) ile çalışılmıştır. Basamak değeri kavramına ilişkin temel becerilere yönelik ve ilköğretim birinci kademe öğrencilerinin yapabileceği hataları içeren dört soru veri toplama aracı olarak kullanılmıştır. Bu araştırmanın sonuçları öğretmen adaylarının hatayı tanıma boyutunda diğer boyutlara göre daha başarılı olduğunu ortaya koymuştur. Genel olarak öğretmen adayları hatayı analiz etme ve hataları açıklamada kullandıkları dilde yeterli düzeyde cevaplar üretememişlerdir

Anahtar Kelimeler

Basamak değeri, Öğretmen adayları, Sayma sistemleri

Kaynakça

• Artut ve Tarım, (2006). İlköğretim öğrencilerinin basamak değeri kavramını anlama düzeyleri. Eğitimde Kuram ve Uygulama, 2 (1), 26-36.
• Broadbent, A. (2004). Understanding place-value: a case study of the base ten game. Australian Primary Mathematics Classroom, 9(4), 45-46.
• Charles, C. M. (2003). Öğretmenler İçin Piaget İlkeleri. (4. Baskı). (G. Ülgen, Çev.). Ankara: Nobel yayınevi.
• Garlikov, R.(2000). The concept and teaching of place-value. http://www.garlikov.com/PlaceValue.html adresinden 12 Kasım 2012’de indrilmiştir.
• Hyde,J. S. ve Linn, M. C. (1988). Gender diffences in verbal ability: A meta analysis. Psychological Bulletin, 104(1), 53-69.
• Hyde,J. S., Fennema, E. ve Lamon, S. J. (1990). Gender diffences in mathematics performance: A meta analysis. Psychological Bulletin, 107(2), 139-155.
• Kamii, C. and Joseph, L. (1988). Teaching place value and double-column addition, Arithmetic Teacher, 35(6), 45-52.
• Nataraj, M. S., & Thomas, M. O. J. (2007). Developing the Concept of Place Value. In J. Watson & K. Beswick (Eds.) Mathematics: Essential Research, Essential Practice (Proceedings of the 30 th Annual Conference of the Mathematics Education Research Group of Australasia, Vol 2, pp. 523- 532). Hobart: MERGA Inc.
• Radin, D. J. (2007). Coursework on base numeration systems and its influence on pre-service elementary teachers’ understanding of place value concepts. Unpublished Doctoral Thesis, Oklahoma State University,USA.
• Ross, S. (1986). The development of children's place-value numeration concepts in grades two through five. Annual Meeting of the American Educational Research Association (67th, SanFrancisco, CA, April 16-20).
• Ross, S. (2002). Place value: Problem solving and written assesstment. Teaching Children Mathematics, 8, 419-423.
• Rusch ,T.L. (1997) Mathematics content coursework for prospective elementary teachers: examining the influence of instructional strategy on the development of essential place value knowledge. Unpublished Doctoral Thesis, The University of Texas, USA.
• Schmidt, M. E. (1995). Mathematics intervention: Second grade place-value concept. Education, 116(2), 229-234.
• Shulman, L., (1986). Those who understand: Knowledge growth in teaching. Educational Rersearcher, 15(2), 4–14.
• Thompson, I. ve Bramald, R. (2002). An Investigation of the Relationship Between Young Children’s Understanding of the Concept of Place Value and their Competence at Mental Addition (Report for the Nuffield Foundation). Newcastle upon Tyne: University of Newcastle upon Tyne. Thompson, I. (2000). Teaching place value in the UK: Time for a reappraisal? Educational Review, 52(3), 291-297.
• Türnüklü, E. B. (2005). Matematik öğretmen adaylarının pedagojik alan bilgileri ile matematiksel alan bilgileri arasındaki ilişki. Eurasian Journal of Educational Research, 21, 234-247.
• Vareles, M. and Becker, J.(1997). Children’s developing understanding of place value: semiotic aspect, Cognition and Instruction, 15(2), 265-286.