Öğrencilerde sayı hissi, mantıksal çıkarım yapmasını kolaylaştıran bir düşünme biçimi geliştirmesine olanak sağlamaktadır. Matematik Öğretmenleri Ulusal Konseyi (NCTM, 2000), sayı ve işlemlerin anlaşılması, sayı hissi gelişimi ve aritmetik işlemlerde akıcılığın kazanılmasını sağlamak amacıyla, "Tüm öğrenciler sayı hissini ve sayıları farklı durumlarda kullanabilme ve sayıları farklı formlarda temsil etme becerisini geliştirmelidir." tavsiyesinde bulunmuştur. Başarılı matematik kullanıcılarının bir özelliği olarak da benimsenen sayı hissi ile bu kavramın alt bileşenlerinin, ülkemizde üstün yetenekli tanısı konan ve Bilim ve Sanat Merkezlerinde öğrenim görmekte olan öğrenciler ile tanı konulmayan öğrenciler arasındaki ilişki düzeylerinin incelenmesi amacıyla yapılmış betimsel bir çalışmadır. Çalışma 182 üstün yetenekli tanısı konan, 122 de üstün yetenekli tanısı konmayan 4. ve 5.sınıf öğrencisi ile yapılmıştır. Veri toplama aracı olarak Reys, Reys, Emanuelsson, Johansson, McIntosh ve Yang (1999)'ın belirlediği sayı hissi alt bileşenlerine göre araştırmacılar tarafından geliştirilen 17 soruluk bir başarı testi kullanılmıştır. Çalışma sonucunda farklı
The aim of this research is to reveal the understanding of dimensions and sub-dimensions of the place value in natural numbers of gifted and non-gifted students attending fourth grade. A mixed approach was adopted in the research. The research is quantitative in terms of revealing the levels of place value, counting, representing, naming, renaming, comparing and calculating the dimensions of the students and comparing the general mean score of both groups with the mean score for each dimension, and it is qualitative in terms of revealing the mistakes made in these dimensions. The study group of the research consists of 76 students diagnosed as gifted who attend four different SACs and 90 non-gifted fourth grade students attending in a regular school in town in the Central Anatolia Region. According to the findings obtained in the research, it was revealed that students with a diagnosis of giftedness could not reach the desired learning level in the count by 10 forward sub-dimension of the counting dimension of the place value. It was also revealed that they could not reach the desired learning level in the non-standard representation sub-dimension of the representation dimension. On the other hand the non-gifted students could not reach the desired learning level also in the division sub-dimension of the calculation dimension. It was concluded that students that are diagnosed as gifted had high success in terms of understanding the place value of natural numbers. For both groups of students, it can be said that they have difficulties in operations with non-standard representations, and they have difficulty in thinking differently because they are used to doing the questions by memorization and rules. Experimental studies can be carried out on the dimensions of the place value.
This study was designed as an action research with the aim of overcoming the deficiencies of a first-grade student with a lower level of readiness in mathematics. The participant of the study was a first grader studying in a public primary school in the district of Haymana, Ankara during the second semester of the 2018-2019 academic year. The teacher's inclass observations, examination of the students' homework notebooks, and familial interviews were taken into consideration in the selection of the participant. Observations and interviews were conducted as a preliminary study to determine the student's level of readiness for mathematics lessons. İt was seen that there were familial and educational reasons for the students to have difficulty in learning mathematics subjects. İn addition, an action plan was prepared because the student was behind his peers in terms of adaptation to school, literacy, and social development and it was aimed to obtain the first term gains. The study revealed that the student was successful in activities such as rhythmic counting, meaningful counting, one-to-one correspondence, quantity comparisons, addition, and subtraction while his confusion with number conservation remained. As a result of the obtained findings, it is predicted that raising the awareness of parents about the readiness of children of preschool age will positively affect their school success and hinder the problems described here.
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