The Effect of A Number Sense Education Program Supported By Web 2.0 Tools on The Number Sense Development of First Grade Elementary School Students

Year 2024, Volume: 11 Issue: 4, 702 - 722, 31.12.2024

Zuhal Akbabaoğlu , Özgün Uyanık Aktulun

https://doi.org/10.30900/kafkasegt.1456300

Abstract

This research was designed to evaluate the effectiveness of a Number Sense Education Program enhanced by Web 2.0 Tools on the development of number sense among first-grade elementary students. The study's cohort comprised 44 children, divided into an experimental group of 23 and a control group of 21. Employing a quasi-experimental design from quantitative research methodologies, data was collected using the "Number Sense Screener (NSS)"—originally developed by Jordan et al. (2012) and later adapted for Turkish first-grade students by Uyanık Aktulun (2019) alongside a "General Information Form" to collect personal data from families. Over the course of 12 weeks, the experimental group participated in the Web 2.0 Tools-supported Number Sense Education Program, conducted by the researcher, while the control group engaged in regular curriculum lessons. The findings revealed statistically significant improvements in the experimental group's pre-test and post-test scores across several NSS subdimensions, including Number Recognition, Number Comparisons, Nonverbal Calculation, Story Problems, and Number Combinations, as well as in their overall NSS scores (p<.05). However, no significant change was detected in the Counting Skills subdimension (p>.05). Furthermore, a statistically significant difference emerged between the experimental and control groups' post-test average scores in the NSS subdimensions and overall score (p<.05), underscoring the beneficial impact of Web 2.0 Tools-supported educational processes on enhancing number sense skills.

Keywords

Elementary School, Mathematics, Number Sense, Number Sense Skills, Web 2.0 Tools.

Ethical Statement

Permissions were taken from the Afyon Kocatepe University Ethics Committee (The date of meeting and decision number: 2022/20; The date of decision: 14/01/2022).

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