GirişSayı duyusu, kavramına ilişkin çeşitli tanımlar, literatürde yapılmıştır. Greeno (1991) sayı duyusunu, esnek düşünme, hesaplamada tahmin becerisi ve sayısal miktarlar hakkındaki muhakeme yeteneği olarak tanımlamıştır. Sayı duyusu bazı araştırmalarda (Courtney-Clerk 2012; Reys ve Yang, 1998;Tsao, 2011) kişinin sayılar ve sayıların işlemler üzerindeki genel anlayışı, bu anlayışı esnek bir şekilde kullanarak matematiksel yorumlar yapabilme; sayılar ve işlemlerle ilgili faydalı 1 Bu çalışma SBA-2016-5641 kodlu proje kapsamında Çukurova Üniversitesi BAP biriminden destek alınmıştır. 2 Çukurova Üniversitesi, Adana, Türkiye, zbeyde-er@windowslive.com 3 Çukurova Üniversitesi, Adana, Türkiye, partut@cu.edu.tr . Investigation of number sense strategies used by eight grade on the subject of natural numbers, decimal numbers, fractions, percentages of eight grade students. International Journal of Social Sciences and Education Research, 3(1),[218][219][220][221][222][223][224][225][226][227][228][229] Copyright © 2015 by IJSSER ISSN: 2149-5939 219 ve etkili stratejiler geliştirebilme yeteneği ve eğilimi olarak ifade edilmektedir. En genel tanımı ile Hope'a (1989) göre ; sayı duyusu, sayıların çeşitli kullanım alanları hakkında mantıklı tahminler yapabilme, aritmetik hataları fark edebilme, en etkili hesaplama yolunu seçebilme ve sayı örüntülerini fark edebilme hissidir.Sayı duyusu kavramı, matematik eğitiminde önemli bir kavramdır. NCTM (2000, s32) standartlarına göre okul öncesi dönemden orta öğretim döneminin sonuna kadar öğrenim gören öğ-renciler sayıları, sayıları temsil yollarını, sayılar arasındaki ilişkileri ve sayı sistemlerini anladığı, işlemlerin anlamını ve birbirleriyle ilişkili olduklarını anladığı, akıcı bir şekilde hesaplama ve uygun tahminler yapabildiği belirtilmiş ve bu standartların temelinde ise sayı duyusu kavramının gelişmiş olması gerektiğini vurgulanmıştır. Kısacası, sayı duyusuna sahip bir birey, okul ve gün-lük hayat matematiğini esnek ve kendi işini kolaylaştıracak bir şekilde kullanabilir.TIMSS ve PISA gibi uluslararası sınavlarda; öğrencilerden matematik ile ilgili soruları doğru yorumlamaları, sağlıklı bir şekilde tahminde bulunmaları ve akıl yürütebilmeleri beklenmektedir. Öğrencilerde sayı duyusunun gelişmesi ile akıl yürütme, tahmin etme, ilişkilendirme, zihinden hesaplama, yargıda bulunma gibi beceriler gelişmektedir (Harç, 2010). Ancak her iki sınava iliş-kin sonuçlar, Türk öğrencilerinin başarı sıralamasında beklenen düzeyde olmadığını göstermek-tedir. Bu bağlamda sayı duyusunun gelişiminin önemli olduğu düşünülmektedir.Ortaokul matematik dersi öğretim programında sayılar ve işlemler, cebir, geometri ve ölçme, veri işleme ve olasılık olmak üzere beş öğrenme alanı bulunmaktadır. Bazı sınıf seviyelerinde bu öğrenme alanlarından tümü yer alırken, bazılarında hepsine yer verilmemiştir. Olasılık öğrenme alanı sadece sekizinci sınıfta yer alırken, cebir öğrenme alanı beşinci sınıf dışındaki tüm sınıflarda yer almaktadır. Sayılar ve işlemler, geometri ve ölçme ve veri İşleme öğrenme alanla...
As a descriptive survey research, this study aimed to investigate the number sense skills of gifted in terms of number sense components. Participant of this research consisted of 123 gifted secondary school students, who were selected according to the convenience sampling method in Turkey. The data of this research were collected in the 2021-2022 academic year. The number sense test was used as the data collection tool. This test is comprised of 20 items which were prepared in line with five basic number sense components. The data obtained from the data collection tool were analysed by quantitative analysis methods. As a result of the analysis, it was confirmed that the number senses of gifted secondary school students differed according to gender and this difference was in favour of the male students. The highest number sense performance according to grade levels belonged to eight grade level students. Furthermore, it was observed that the number sense performance increased in parallel with the grade levels of the students. In addition, when the mean of correct answers for the number sense components was considered, it was concluded that the highest mean was in the understanding of the effect of the operation and the lowest mean was in the understanding of the number concept, respectively.
The purpose of this study is to investigate the relationship between secondary school students’ estimation skills, estimation skills self-efficacies and academic achievements. The research was designed in a correlational survey model, one of the quantitative research models and it was carried out in Adana, a city in the Mediterranean Region during the spring semester of the 2020-2021 academic year with secondary school students (n=155) who were selected by maximum variation sampling method, one of the purposive sampling methods. The Estimation Skills Self-Efficacy Scale that was developed by Er, Artut and Bal (2021) was used to determine the students' estimation self-efficacy. Also, the Estimation Skill Test which was developed by the researchers was used to determine the students’ estimation skills. One-way analysis of variance (ANOVA) and regression analysis techniques were made use of in the process of data analysis. The research findings showed that the students' estimation skills were at moderate level and their estimation self-efficacy levels were low. It was also concluded that the students’ estimation skills and their estimation self-efficacies differed according to their grade levels. Furthermore, it was found that there was a positive and moderate relationship between students' estimation skills and estimation self-efficacies and a positive and moderate relationship between their estimation skills and academic achievements. It was also determined that there is a positive and moderately significant relationship between estimation self-efficacies and academic achievement. In addition to this, it was seen that students' estimation self-efficacies and academic achievements explained 17% of the total variance of their estimation skills. In other words, students' estimation skills increase in parallel with their estimation skill self-efficacies and academic achievements.
This research primarily investigates elementary school teachers' sense of number. This is a descriptive research with a survey model. The participants of the study were 155 primary school teachers teaching in state schools in Adana, in the South of Turkey. As a data collection tool, a test of sense of number was used. This test was composed of 50 items, prepared according to the five components of sense of number. The data was analysed through quantitative methods. The results show that the elementary school teachers' sense of number is at the mid-level. In line with the findings of the study, suggestions are given to develop primary school teachers' sense of number.
The purpose of this research was to determine strategies used by 8th grade students in Number Sense problems. This was a case study of 28 8th grade students at three similar secondary schools in a city centre south of Turkey. A Number Sense test consisting of 25 items designed according to five main Number Sense components was used as a data collection tool. The data were analyzed using qualitative analysis methods. The students preferred Strategies Based on Rules while solving the Number Sense test compared to strategies based on number sense or Strategies Partially Based on Number Sense.
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