Profiling Number Sense in Preschool Children with Intellectual Disabilities

Muhammed Celal Uras; Selahattin Semiz; Mehmet Şata; Yasin Soylu

doi:10.24106/kefdergi.1877878

EN TR

Profiling Number Sense in Preschool Children with Intellectual Disabilities

Öz

Purpose: The purpose of this study is to examine the basic number skills of children with intellectual disabilities (ID) in the preschool within the framework of number sense and to reveal their profiles according to their level of disability. Number sense is the foundation of mathematical skills and it has an important role in academic achievement and daily life skills. However, the existing literature does not adequately address the relationship between number skills and number sense, particularly in the context of children with ID. This study aims to fill an important gap in terms of shaping early intervention and teaching strategies. Method: The sample of this study, conducted using a descriptive survey model, consists of 43 children with ID aged 36–72 months attending public kindergartens in six different provinces in the Eastern Anatolia Region in the 2023–2024 academic year, determined by the criterion sampling method. The Number Sense Screener (NSS) developed by Jordan et al. (2012) and adapted into Turkish by Uyanık-Aktulun (2019) and İnal-Kızıltepe (2019) were used. The NSS is an individual assessment tool that measures early number sense components such as number recognition, counting, comparison, and basic arithmetic operations. Findings: The findings revealed that the number skill profiles of children with ID in the preschool differed significantly according to the level of disability. Children with mild disabilities exhibited a stronger profile in basic number recognition and single-digit number skills, while those with moderate disabilities struggled significantly in these areas. On the other hand, both groups had low success profiles in complex mathematical tasks, with no significant difference observed between them. These results indicate that basic number skill profiles are affected by disability level, but that common difficulties are experienced in higherlevel tasks. Highlights: Deficits in executive functions such as working memory and attention negatively affect the development of numerical skills. The inadequacy of existing teaching methods highlights the need for early, cognitive-sensitive, individualized interventions. Mathematics education needs to be restructured using approaches that reduce cognitive load and are supported by concrete materials. The development of numerical skills plays a critical role in both academic success and improving the quality of life for children with ID.

Anahtar Kelimeler

Number Sense, Intellectual Disability, Preschool, Early Numeracy Skills

Okul Öncesi Dönemdeki Zihinsel Engelli Çocukların Sayı Hissi Profili

Öz

Amaç: Bu araştırmanın amacı, okul öncesi dönemde zihinsel engelli çocukların temel sayı becerilerini sayı hissi çerçevesinde inceleyerek, engel düzeyine göre profilleri ortaya çıkarmaktır. Sayı hissi, matematiksel becerilerin temelini oluşturmanın yanı sıra akademik başarı ve günlük yaşam becerileri açısından belirleyici bir role sahiptir. Ancak mevcut literatürde, sayı becerileri ile sayı hissi arasındaki ilişkinin özellikle zihinsel engelli çocuklar bağlamında yeterince ele alınmadığı görülmektedir. Bu çalışma, erken müdahale ve öğretim stratejilerinin şekillendirilmesi açısından önemli bir boşluğu doldurmayı amaçlamaktadır. Yöntem: Betimsel tarama modeli kullanılarak yürütülen bu araştırmanın örneklemini, 2023–2024 eğitim-öğretim yılında Doğu Anadolu Bölgesi’nde yer alan 6 farklı ildeki resmi ve özel anaokullarına devam eden ölçüt örnekleme yöntemi ile belirlenen 36– 72 ay aralığında 43 zihinsel engelli öğrenci oluşturmaktadır. Jordan ve diğerleri (2012) tarafından geliştirilen ve Türkçeye UyanıkAktulun (2019) ile İnal-Kızıltepe (2019) tarafından uyarlanan Number Sense Screener (NSS) veri toplama aracı kullanılmıştır. NSS; sayı tanıma, sayma, büyüklük karşılaştırma ve temel aritmetik işlemler gibi erken sayı hissi bileşenlerini ölçen ve bireysel olarak uygulanan bir değerlendirme aracıdır. Bulgular: Bulgular, okul öncesi dönemdeki zihinsel engelli çocukların sayı becerisi profillerinin engel düzeyine göre anlamlı şekilde farklılaştığını ortaya koymuştur. Hafif düzeyde engeli olan çocuklar, temel sayı tanıma ve tek basamaklı işlemlerde daha güçlü bir profil sergilerken, orta düzeydekiler bu alanlarda belirgin şekilde zorlanmıştır. Öte yandan, karmaşık matematik görevlerinde her iki grubun da başarı profili düşük bulunmuş, aralarında anlamlı fark gözlenmemiştir. Bu sonuçlar, temel sayı becerisi profillerinin engel düzeyinden etkilendiğini, ancak üst düzey görevlerde ortak güçlükler yaşandığını göstermektedir. Önemli Vurgular: Çalışma belleği ve dikkat gibi yürütücü işlevlerdeki zayıflıklar, sayısal beceri gelişimini olumsuz etkilemektedir. Mevcut öğretim yöntemlerinin yetersizliği, erken dönemde bilişsel süreçlere duyarlı, bireyselleştirilmiş müdahalelerin gerekliliğini ortaya koymaktadır. Matematik eğitimi, bilişsel yükü azaltan ve somut materyallerle desteklenen yaklaşımlarla yeniden yapılandırılmalıdır. Sayı becerilerinin geliştirilmesi hem akademik başarının hem de zihinsel engelli çocukların yaşam kalitesinin artırılmasında kritik bir role sahiptir.

Anahtar Kelimeler

Sayı Hissi, Zihinsel Engel, Okul Öncesi, Erken Dönem Matematik Beceriler

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Okul Öncesi Eğitim

Bölüm

Araştırma Makalesi

Yazarlar

Muhammed Celal Uras ^*
Türkiye

Selahattin Semiz
Türkiye

Mehmet Şata
Türkiye

Yasin Soylu
Türkiye

Yayımlanma Tarihi

31 Ocak 2026

Gönderilme Tarihi

9 Temmuz 2025

Kabul Tarihi

6 Ekim 2025

Yayımlandığı Sayı

Yıl 2026 Cilt: 34 Sayı: 1

DOI

https://doi.org/10.24106/kefdergi.1877878

IZ

https://izlik.org/JA74KJ63XC

APA

Uras, M. C., Semiz, S., Şata, M., & Soylu, Y. (2026). Profiling Number Sense in Preschool Children with Intellectual Disabilities. Kastamonu Education Journal, 34(1), 18-28. https://doi.org/10.24106/kefdergi.1877878

AMA

1.Uras MC, Semiz S, Şata M, Soylu Y. Profiling Number Sense in Preschool Children with Intellectual Disabilities. Kastamonu Eğitim Dergisi. 2026;34(1):18-28. doi:10.24106/kefdergi.1877878

Chicago

Uras, Muhammed Celal, Selahattin Semiz, Mehmet Şata, ve Yasin Soylu. 2026. “Profiling Number Sense in Preschool Children with Intellectual Disabilities”. Kastamonu Education Journal 34 (1): 18-28. https://doi.org/10.24106/kefdergi.1877878.

EndNote

Uras MC, Semiz S, Şata M, Soylu Y (01 Ocak 2026) Profiling Number Sense in Preschool Children with Intellectual Disabilities. Kastamonu Education Journal 34 1 18–28.

IEEE

[1]M. C. Uras, S. Semiz, M. Şata, ve Y. Soylu, “Profiling Number Sense in Preschool Children with Intellectual Disabilities”, Kastamonu Eğitim Dergisi, c. 34, sy 1, ss. 18–28, Oca. 2026, doi: 10.24106/kefdergi.1877878.

ISNAD

Uras, Muhammed Celal - Semiz, Selahattin - Şata, Mehmet - Soylu, Yasin. “Profiling Number Sense in Preschool Children with Intellectual Disabilities”. Kastamonu Education Journal 34/1 (01 Ocak 2026): 18-28. https://doi.org/10.24106/kefdergi.1877878.

JAMA

1.Uras MC, Semiz S, Şata M, Soylu Y. Profiling Number Sense in Preschool Children with Intellectual Disabilities. Kastamonu Eğitim Dergisi. 2026;34:18–28.

MLA

Uras, Muhammed Celal, vd. “Profiling Number Sense in Preschool Children with Intellectual Disabilities”. Kastamonu Education Journal, c. 34, sy 1, Ocak 2026, ss. 18-28, doi:10.24106/kefdergi.1877878.

Vancouver

1.Muhammed Celal Uras, Selahattin Semiz, Mehmet Şata, Yasin Soylu. Profiling Number Sense in Preschool Children with Intellectual Disabilities. Kastamonu Eğitim Dergisi. 01 Ocak 2026;34(1):18-2. doi:10.24106/kefdergi.1877878

Kastamonu Eğitim Dergisi, Creative Commons Atıf 4.0 Uluslararası Lisansı (CC BY) ile lisanslanmıştır.

Profiling Number Sense in Preschool Children with Intellectual Disabilities

Öz

Anahtar Kelimeler

Okul Öncesi Dönemdeki Zihinsel Engelli Çocukların Sayı Hissi Profili

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster