Comparing Gifted Students and Their Peers' Sub-Components of Number Sense

Abstract

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

Gifted students' number sense skills in terms of number sense components

“…In addition, Karabey [37] stated that the gifted individuals' number sense averages increase as their grade level increases from 5 th grade to 7 th grade, and it was observed that there was a decrease in number sense averages of 8 th grade gifted students compared to 7 th grade gifted students. Similarly, Şengül and Gülbağcı [18] stated in their study that 4 th grade gifted students are far behind their 5 th grade gifted students in terms of number sense. Thus, it can be said that this research finding is similar to the research results in the literature.…”

“…In their study Şengül and Gülbağcı [18] found that fifth grade students diagnosed as gifted have reached the desired learning level in the subcomponents of "understanding the meaning and effect of operations" and "counting and flexible operation strategies for mental operations, written operations and calculator use", which are the components of number sense. In addition, the researchers stated that the students were not atet the desired level for the subcomponent of "understanding and using the equivalent representations of numbers", but they were close to the desired level.…”

“…Also, there is a study on the comparison of the number sense of gifted students and normal students. In these studies, students' number sense performances were investigated according to different variables and the strategies they used [10], [14]- [18]. Every individual in the education and training environment does not have the same ability to learn at the same speed and does not have the same skills.…”

“…It is observed in the literature review that there are some studies which were conducted on number sense with primary school students [10], [16], [24]- [29] and with pre-service teachers [8], [24], [30]- [33]. There are also studies, which were carried out with a group of gifted students, one of the group of students which show individual difference [18], [34]- [38]. It becomes important to determine the number sense skills of gifted students, a group of students with individual differences, since it produces significant results to be able to meet the educational needs of these individuals.…”

Development of primary school fourth-grade students’ fraction calculation strategies through the argumentation method

“…The results implicated that the set model was frequently preferred by the students, except for few. In Doğan and Paydar's study [41], it was found that the classroom teachers predominantly showed the area model while showing fractions.…”