BibTex RIS Kaynak Göster

OKUL ÖNCESİ DÖNEM ÇOCUKLARIN SÖZEL MUHAKEME YETENEKLERİ İLE MATEMATİK İŞLEM BECERİLERİ ARASINDAKİ İLİŞKİ

Yıl 2017, Cilt: 18 Sayı: 3, 722 - 739, 01.08.2017

Bengisu Koyuncu Defne Yabaş

Öz

Bu araştırma okul öncesi dönem çocukların sözel muhakeme yetenekleri ile matematik işlem becerileri arasındaki ilişkiyi araştırmak amacıyla, nitel araştırma metodolojisi kullanılarak ve durum çalışması modeli ile yürütülmüştür. Çalışma 5 yaşındaki 10 çocuk ile yapılmıştır. Araştırma yaz aylarında yapılmış olup çocukların tamamı bir önceki yıl okul öncesi eğitimi almışlardır. Araştırma kapsamında sözel muhakeme becerisini ölçmek için iki hikâye kullanılmıştır. Bu hikâyeler içerisine çeşitli matematiksel durumlar yerleştirilmiş ve çocuklardan bunları keşfetmeleri istenmiştir. Matematik işlem becerileri için ise araştırmacılar tarafından dört soru hazırlanmıştır. Her iki becerinin puanlanması için analitik rubrikler hazırlanmıştır. Analitik rubriklerde gösterilen beceriler “yaptı”, “kısmen yaptı” ve “yapamadı” biçiminde üç seviye olarak puanlanmıştır. Verilerin analizinde iki beceri için çapraz tablo ve Spearman korelasyon testi kullanılmıştır. Her iki analiz sonucuna göre araştırmaya katılan okul öncesi çocukların sözel muhakeme becerisi ile matematik işlem beceriler arasında yüksek düzeyde anlamlı ilişki tespit edilmiştir.

Anahtar Kelimeler

Matematik Dil İşlem becerisi Muhakeme becerisi

Kaynakça

  • Baroody, A. J., Eiland, M., and Thompson, B. (2009). Fostering at-risk preschoolers' number sense. Early Education and Development, 20(1), 80-128.
  • Baykul, Y. (1997). İlköğretim birinci kademede matematik öğretimi. İstanbul:MEB Basımevi
  • Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of learning disabilities, 38(4), 333-339.
  • Booth, J. L., and Siegler, R. S. (2008). Numerical magnitude representations influence arithmetic learning. Child development, 79(4), 1016-1031.
  • Clarke, B., and Shinn, M. R. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33(2), 234.
  • Clements, D. H., and Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American educational research journal, 45(2), 443-494.
  • Cresswel, (2016). Nitel araştırma yöntemleri. (Çev: Mesut Bütün, S. Beşir Demir), Ankara:Siyasal Kitabevi.
  • Dehaene, S. Piazza, M., Pinel, and P., Cohen, L. (2003). Three parietal circuits for number processing. Cognitive neuropsychology, 20(3-6), 487-506.
  • Denton, K., and West, J. (2002). Children's reading and mathematics achievement in kindergarten and first grade. Washington, DC: U.S. Department of Education, National Center for Education Statistics
  • Desoete, A., and Grégoire, J. (2006). Numerical competence in young children and in children with mathematics learning disabilities. Learning and individual differences, 16(4), 351-367.
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., and Sexton, H. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428-1446.
  • Erbay, F. (2009). Anasınıfına devam eden altı yaş çocuklarına verilen yaratıcı drama eğitiminin çocukların işitsel muhakeme ve işlem becerilerine etkisinin incelenmesi. Yayınlanmamış Doktora Tezi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Ertepınar, H. (1995). The relationship between formal reasoning ability, computer assisted instruction and chemistry achievement. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 11, 21-24.
  • Farran, D. C., Aydogan, C. A., Kang, S. J., and Lipsey, M. W. (2006). Preschool classroom environments and the quantity and quality of children’s literacy and language behaviors. Handbook of early literacy research, 2, 257-268.
  • Feigenson, L., Dehaene, S., and Spelke, E. (2004). Core systems of number. Trends in cognitive sciences, 8(7), 307-314.
  • Geary, D. C., Hamson, C. O., and Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of experimental child psychology, 77(3), 236-263.
  • Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., and Bryant, J. D. (2010). The contributions of numerosity and domain general abilities to school readiness. Child Development, 81(5), 1520-1533.
  • Goswami, U. (2002). Inductive and deductive reasoning. İçinde Goswavi, U. (Ed.), Blackwell handbook of children cognitive psychology (ss.282-302). Malden, USA: Blackwell Publishers Ltd.
  • Goswami, U. (2010). Inductive and deductive reasoning. İçinde Goswavi, U. (Ed.), The wiley-blackwell handbook of childhood cognitive development (Second edition) (ss.399-419). Malden, USA: Blackwell Publishers Ltd.
  • Green, C. T., Bunge, S. A., Chiongbian, V. B., Barrow, M., and Ferrer, E. (2017). Fluid reasoning predicts future mathematical performance among children and adolescents. Journal of Experimental Child Psychology, 157, 125-143.
  • Gustin, W. C., and Corazza, L. (1994). Mathematical and verbal reasoning as predictors of science achievement. Roeper review, 16(3), 160-162.
  • H Stevenson, H. W., and Newman, R. S. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child development, 646-659.
  • Hecht, S. A., Torgesen, J. K., Wagner, R. K., and Rashotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79(2), 192-227.
  • İnal, G. (2010). Bilişsel yetenekler testi form-6’nın geçerlik güvenirlik çalışması ve altı yaş çocuklarının bilişsel yeteneklerine muhakeme eğitim programının etkisinin incelenmesi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Jarman, E. (2008). Creating spaces that are “Communication Friendly”. Mathematics Teaching Incorporating Micromath, 209(7), 31-33.
  • Jordan, N. C., Kaplan, D., Locuniak, M. N., and Ramineni, C. (2007). Predicting first grade math achievement from developmental number sense trajectories. Learning Disabilities Research and Practice, 22(1), 36-46.
  • Krajewski, K., and Schneider, W. (2009). Exploring the impact of phonological awareness, visual- spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103(4), 516-531.
  • Krajewski, K., Schneider, W., and Niedling, G. (2008). On the importance of working memory, intelligence, phonological awareness, and early quantity-number competencies for the successful transition from kindergarten to elementary school. Psychologie in Erziehung und Unterricht, 55, 100–113.
  • Lai, M. L., Baroody, A. J., and Johnson, A. R. (2008). Fostering Taiwanese preschoolers’ understanding of the addition–subtraction inverse principle. Cognitive Development, 23(1), 216-235.
  • Lawson, A. E., Banks, D. L., and Logvin, M. (2007). Self-efficacy, reasoning ability, and achievement in college biology. Journal of Research in Science Teaching, 44(5), 706-724.
  • LeFevre, J. A., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., Bisanz, J., Kamawar, D., and Penner- Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child development, 81(6), 1753-1767.
  • Locuniak, M. N., and Jordan, N. C. (2008). Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities, 41(5), 451-459.
  • Lohman, D. F. (2005). Reasoning abilities. Robert Stenberg and Jean E.Pretz (Eds.), Cognition and intelligence: Identifying the mechanisms of the mind içinde (s.225-250)New York, NY: Cambridge University Press.
  • Lohman, D. F., and Hagen, E. (2003). Interpretive guide for teachers and counselors: cognitive abilities test Form 6 all levels. Itasca, Illinois: Riverside Publishing.
  • Mazzocco, M. M., and Thompson, R. E. (2005). Kindergarten predictors of math learning disability. Learning Disabilities Research and Practice, 20(3), 142-155.
  • Mevarech, Z., and Fridkin, S. (2006). The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition. Metacognition and learning, 1(1), 85-97.
  • NMAP, (2008). Foundations for Success: The Final Report of the National Mathematics Advisory Panel. US Department of Education.
  • NRC, (2009). Mathematics in early childhood: Learning paths toward excellence and equity. C. T. Cross, T. A. Woods andH. Schweingruber, (Eds.), Washington, DC: National Academy Press
  • Oloyede, O. I., and Adeoye, F. A. (2012). The relationship between acquisition of science process skills, formal reasoning ability and chemistry achievement. International Journal of African and African-American Studies, 8(1), 1-4.
  • Passolunghi, M. C., Vercelloni, B., and Schadee, H. (2007). The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development, 22(2), 165-184.
  • Pilten, P. (2008). Üstbiliş stratejileri öğretiminin ilköğretim beşinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Purpura, D. J. (2010). Informal number-related mathematics skills: An examination of the structure of and relations between these skills in preschool. Unpublished dissertation, Florida State University, Department of Psychology, USA.
  • Purpura, D. J., Hume, L. E., Sims, D. M., and Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of experimental child psychology, 110(4), 647-658.
  • Purpura, D. J., Reid, E. E., Eiland, M. D., and Baroody, A. J. (2015). Using a brief preschool early numeracy skills screener to ıdentify young children with mathematics difficulties. School Psychology Review, 44(1), 41-59.
  • Ramani, G. B., and Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child development, 79(2), 375-394.
  • Ren, X., Schweizer, K., Wang, T., and Xu, F. (2015). The prediction of students' academic performance with fluid ıntelligence in giving special consideration to the contribution of learning. Advances in cognitive psychology, 11(3), 97-105.
  • Sarama, J., Lange, A. A., Clements, D. H., and Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on oral language and literacy. Early Childhood Research Quarterly, 27(3), 489-502.
  • Starkey, P., Klein, A., and Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19(1), 99-120.
  • Stock, P. Desoete, A., and Roeyers, H. (2009). Predicting arithmetic abilities: The role of preparatory arithmetic markers and intelligence. Journal of Psychoeducational Assessment, 27(3), 237-251.
  • Taşkın, N. (2013). Okul öncesi dönemde matematik ile dil arasındaki ilişki üzerine bir inceleme. Yayınlanmamış Doktora tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Okul Öncesi Eğitim Bölümü, Ankara.
  • Tekkaya, C., ve Yenilmez, A. (2006). Relationships among measures of learning orientation, reasoning ability, and conceptual understanding of photosynthesis and respiration in plants for grade 8 males and females. Journal of Elementary Science Education, 18(1), 1-14.
  • Tymms, P., Merrell, C., and Henderson, B. (1997). The first year at school: A quantitative investigation of the attainment and progress of pupils. Educational research and evaluation, 3(2), 101-118.
  • Thornton, Stephanie. (1998). Çocuklar problem çözüyor. (Çeviren. Özlem Kumrular). İstanbul: Gendaş Yayınları.
  • Toll, S. W., and Van Luit, J. E. (2014). The developmental relationship between language and low early numeracy skills throughout kindergarten. Exceptional Children, 81(1), 64-78
  • Yin, R.K. (2009).Case Study Research: Design and Methods. SAGE.

OKUL ÖNCESİ DÖNEM ÇOCUKLARIN SÖZEL MUHAKEME YETENEKLERİ İLE MATEMATİK İŞLEM BECERİLERİ ARASINDAKİ İLİŞKİ

Yıl 2017, Cilt: 18 Sayı: 3, 722 - 739, 01.08.2017

Bengisu Koyuncu Defne Yabaş

Öz

Kaynakça

  • Baroody, A. J., Eiland, M., and Thompson, B. (2009). Fostering at-risk preschoolers' number sense. Early Education and Development, 20(1), 80-128.
  • Baykul, Y. (1997). İlköğretim birinci kademede matematik öğretimi. İstanbul:MEB Basımevi
  • Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of learning disabilities, 38(4), 333-339.
  • Booth, J. L., and Siegler, R. S. (2008). Numerical magnitude representations influence arithmetic learning. Child development, 79(4), 1016-1031.
  • Clarke, B., and Shinn, M. R. (2004). A preliminary investigation into the identification and development of early mathematics curriculum-based measurement. School Psychology Review, 33(2), 234.
  • Clements, D. H., and Sarama, J. (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American educational research journal, 45(2), 443-494.
  • Cresswel, (2016). Nitel araştırma yöntemleri. (Çev: Mesut Bütün, S. Beşir Demir), Ankara:Siyasal Kitabevi.
  • Dehaene, S. Piazza, M., Pinel, and P., Cohen, L. (2003). Three parietal circuits for number processing. Cognitive neuropsychology, 20(3-6), 487-506.
  • Denton, K., and West, J. (2002). Children's reading and mathematics achievement in kindergarten and first grade. Washington, DC: U.S. Department of Education, National Center for Education Statistics
  • Desoete, A., and Grégoire, J. (2006). Numerical competence in young children and in children with mathematics learning disabilities. Learning and individual differences, 16(4), 351-367.
  • Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., and Sexton, H. (2007). School readiness and later achievement. Developmental psychology, 43(6), 1428-1446.
  • Erbay, F. (2009). Anasınıfına devam eden altı yaş çocuklarına verilen yaratıcı drama eğitiminin çocukların işitsel muhakeme ve işlem becerilerine etkisinin incelenmesi. Yayınlanmamış Doktora Tezi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Ertepınar, H. (1995). The relationship between formal reasoning ability, computer assisted instruction and chemistry achievement. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 11, 21-24.
  • Farran, D. C., Aydogan, C. A., Kang, S. J., and Lipsey, M. W. (2006). Preschool classroom environments and the quantity and quality of children’s literacy and language behaviors. Handbook of early literacy research, 2, 257-268.
  • Feigenson, L., Dehaene, S., and Spelke, E. (2004). Core systems of number. Trends in cognitive sciences, 8(7), 307-314.
  • Geary, D. C., Hamson, C. O., and Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of experimental child psychology, 77(3), 236-263.
  • Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., and Bryant, J. D. (2010). The contributions of numerosity and domain general abilities to school readiness. Child Development, 81(5), 1520-1533.
  • Goswami, U. (2002). Inductive and deductive reasoning. İçinde Goswavi, U. (Ed.), Blackwell handbook of children cognitive psychology (ss.282-302). Malden, USA: Blackwell Publishers Ltd.
  • Goswami, U. (2010). Inductive and deductive reasoning. İçinde Goswavi, U. (Ed.), The wiley-blackwell handbook of childhood cognitive development (Second edition) (ss.399-419). Malden, USA: Blackwell Publishers Ltd.
  • Green, C. T., Bunge, S. A., Chiongbian, V. B., Barrow, M., and Ferrer, E. (2017). Fluid reasoning predicts future mathematical performance among children and adolescents. Journal of Experimental Child Psychology, 157, 125-143.
  • Gustin, W. C., and Corazza, L. (1994). Mathematical and verbal reasoning as predictors of science achievement. Roeper review, 16(3), 160-162.
  • H Stevenson, H. W., and Newman, R. S. (1986). Long-term prediction of achievement and attitudes in mathematics and reading. Child development, 646-659.
  • Hecht, S. A., Torgesen, J. K., Wagner, R. K., and Rashotte, C. A. (2001). The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology, 79(2), 192-227.
  • İnal, G. (2010). Bilişsel yetenekler testi form-6’nın geçerlik güvenirlik çalışması ve altı yaş çocuklarının bilişsel yeteneklerine muhakeme eğitim programının etkisinin incelenmesi. Yayımlanmamış Doktora Tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Jarman, E. (2008). Creating spaces that are “Communication Friendly”. Mathematics Teaching Incorporating Micromath, 209(7), 31-33.
  • Jordan, N. C., Kaplan, D., Locuniak, M. N., and Ramineni, C. (2007). Predicting first grade math achievement from developmental number sense trajectories. Learning Disabilities Research and Practice, 22(1), 36-46.
  • Krajewski, K., and Schneider, W. (2009). Exploring the impact of phonological awareness, visual- spatial working memory, and preschool quantity-number competencies on mathematics achievement in elementary school: Findings from a 3-year longitudinal study. Journal of Experimental Child Psychology, 103(4), 516-531.
  • Krajewski, K., Schneider, W., and Niedling, G. (2008). On the importance of working memory, intelligence, phonological awareness, and early quantity-number competencies for the successful transition from kindergarten to elementary school. Psychologie in Erziehung und Unterricht, 55, 100–113.
  • Lai, M. L., Baroody, A. J., and Johnson, A. R. (2008). Fostering Taiwanese preschoolers’ understanding of the addition–subtraction inverse principle. Cognitive Development, 23(1), 216-235.
  • Lawson, A. E., Banks, D. L., and Logvin, M. (2007). Self-efficacy, reasoning ability, and achievement in college biology. Journal of Research in Science Teaching, 44(5), 706-724.
  • LeFevre, J. A., Fast, L., Skwarchuk, S. L., Smith-Chant, B. L., Bisanz, J., Kamawar, D., and Penner- Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child development, 81(6), 1753-1767.
  • Locuniak, M. N., and Jordan, N. C. (2008). Using kindergarten number sense to predict calculation fluency in second grade. Journal of Learning Disabilities, 41(5), 451-459.
  • Lohman, D. F. (2005). Reasoning abilities. Robert Stenberg and Jean E.Pretz (Eds.), Cognition and intelligence: Identifying the mechanisms of the mind içinde (s.225-250)New York, NY: Cambridge University Press.
  • Lohman, D. F., and Hagen, E. (2003). Interpretive guide for teachers and counselors: cognitive abilities test Form 6 all levels. Itasca, Illinois: Riverside Publishing.
  • Mazzocco, M. M., and Thompson, R. E. (2005). Kindergarten predictors of math learning disability. Learning Disabilities Research and Practice, 20(3), 142-155.
  • Mevarech, Z., and Fridkin, S. (2006). The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition. Metacognition and learning, 1(1), 85-97.
  • NMAP, (2008). Foundations for Success: The Final Report of the National Mathematics Advisory Panel. US Department of Education.
  • NRC, (2009). Mathematics in early childhood: Learning paths toward excellence and equity. C. T. Cross, T. A. Woods andH. Schweingruber, (Eds.), Washington, DC: National Academy Press
  • Oloyede, O. I., and Adeoye, F. A. (2012). The relationship between acquisition of science process skills, formal reasoning ability and chemistry achievement. International Journal of African and African-American Studies, 8(1), 1-4.
  • Passolunghi, M. C., Vercelloni, B., and Schadee, H. (2007). The precursors of mathematics learning: Working memory, phonological ability and numerical competence. Cognitive Development, 22(2), 165-184.
  • Pilten, P. (2008). Üstbiliş stratejileri öğretiminin ilköğretim beşinci sınıf öğrencilerinin matematiksel muhakeme becerilerine etkisi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Purpura, D. J. (2010). Informal number-related mathematics skills: An examination of the structure of and relations between these skills in preschool. Unpublished dissertation, Florida State University, Department of Psychology, USA.
  • Purpura, D. J., Hume, L. E., Sims, D. M., and Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of experimental child psychology, 110(4), 647-658.
  • Purpura, D. J., Reid, E. E., Eiland, M. D., and Baroody, A. J. (2015). Using a brief preschool early numeracy skills screener to ıdentify young children with mathematics difficulties. School Psychology Review, 44(1), 41-59.
  • Ramani, G. B., and Siegler, R. S. (2008). Promoting broad and stable improvements in low-income children’s numerical knowledge through playing number board games. Child development, 79(2), 375-394.
  • Ren, X., Schweizer, K., Wang, T., and Xu, F. (2015). The prediction of students' academic performance with fluid ıntelligence in giving special consideration to the contribution of learning. Advances in cognitive psychology, 11(3), 97-105.
  • Sarama, J., Lange, A. A., Clements, D. H., and Wolfe, C. B. (2012). The impacts of an early mathematics curriculum on oral language and literacy. Early Childhood Research Quarterly, 27(3), 489-502.
  • Starkey, P., Klein, A., and Wakeley, A. (2004). Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly, 19(1), 99-120.
  • Stock, P. Desoete, A., and Roeyers, H. (2009). Predicting arithmetic abilities: The role of preparatory arithmetic markers and intelligence. Journal of Psychoeducational Assessment, 27(3), 237-251.
  • Taşkın, N. (2013). Okul öncesi dönemde matematik ile dil arasındaki ilişki üzerine bir inceleme. Yayınlanmamış Doktora tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Okul Öncesi Eğitim Bölümü, Ankara.
  • Tekkaya, C., ve Yenilmez, A. (2006). Relationships among measures of learning orientation, reasoning ability, and conceptual understanding of photosynthesis and respiration in plants for grade 8 males and females. Journal of Elementary Science Education, 18(1), 1-14.
  • Tymms, P., Merrell, C., and Henderson, B. (1997). The first year at school: A quantitative investigation of the attainment and progress of pupils. Educational research and evaluation, 3(2), 101-118.
  • Thornton, Stephanie. (1998). Çocuklar problem çözüyor. (Çeviren. Özlem Kumrular). İstanbul: Gendaş Yayınları.
  • Toll, S. W., and Van Luit, J. E. (2014). The developmental relationship between language and low early numeracy skills throughout kindergarten. Exceptional Children, 81(1), 64-78
  • Yin, R.K. (2009).Case Study Research: Design and Methods. SAGE.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Bengisu Koyuncu Bu kişi benim

Defne Yabaş Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 18 Sayı: 3

Kaynak Göster

APA Koyuncu, B., & Yabaş, D. (2017). OKUL ÖNCESİ DÖNEM ÇOCUKLARIN SÖZEL MUHAKEME YETENEKLERİ İLE MATEMATİK İŞLEM BECERİLERİ ARASINDAKİ İLİŞKİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 18(3), 722-739.

2562219122   19121   19116   19117     19118       19119       19120     19124