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

Abstract

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.

Profil Berpikir Number Sense Siswa

“…Beberapa penelitian lain juga hubungan antara kemampuan number sense dengan kemampuan matematika (Sasanguie, dkk., 2014), (Sasanguie, dkk., 2017), (Sasanguie, dkk., 2013) Kebermanfaatan number sense dalam kehidupan sehari-hari ini tidak diimbangi dengan kompetensi siswa dalam number sense. Survey literatur mengungkapkan banyak diteliti kemampuan number sense siswa sekolah menengah (Er & Artut, 2022). Hasil penelitianpenelitian ini menunjukkan bahwa kemampuan numerasi siswa kurang.…”

“…Komponen number sense yang dijelaskan oleh Er & Artut (2022) juga terdiri dari lima komponen yakni memahami konsep bilangan, menggunakan beberapa representasi, memahami efek operasi, menggunakan ekspresi setara, menggunakan strategi. Definisi dari komponen pertama "memahami konsep bilangan" adalah tentang memahami nilai yang diwakili oleh angka dan ukuran yang ditunjukkan oleh angka tersebut.…”

“…Dari beberapa komponen dasar number sense menurut beberapa sumber diatas, peneliti mengambil komponen number sense yang digunakan Er & Artut (2022), A. McIntosh, B. J. Reys (1992), Singh (2009) yang memuat 5 komponen yakni memahami konsep bilangan, menggunakan beberapa representasi, memahami efek operasi, menggunakan ekspresi setara, menggunakan strategi.…”

“…Tabel 2. (Er & Artut, 2022) bahwa terdiri dari lima komponen number sense yakni diantaranya memahami konsep bilangan dan menggunakan beberapa representasi. Hal ini sejalan dengan (Singh, 2009) bahwa menggunakan lima komponen dasar number sense dalam studinya, diantaranya adalah memahami konsep bilangan dan menggunakan representasi berganda.…”

Title Emphasizing the Sense of Number in Cartoons: The Example of the Cartoon Named "Yade Yade"

“…When examining the studies conducted on number sense, it can be observed that the effect of parents on their children's number development was examined (Önkol, 2012), the relationship between children's interactive play and verbal language achievements and number sense was investigated (Kilimlioğlu, 2018), the impact of drama method on teaching number and operation concepts to children was examined (Sezer, 2008), the relationship between mathematics learning difficulties and number sense was examined (Tunalı & Demirtaş, 2022), the number sense skills of gifted students were analyzed in terms of number sense components (Er & Dinç Artut, 2022), a measurement tool was developed to determine students' number sense performance (Birgin & Peker, 2021a), and studies related to number sense were reviewed (Birgin & Peker, 2021b). In a study by Çetin and Öztürk (2020), the achievements in the 2018 Mathematics Curriculum were examined according to the basic components of number sense.…”