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Bu araştırmanın amacı matematik öğrenme güçlüğü yaşayan ortaokul öğrencilerine uygulanan sayı konuşmaları uygulamalarının bu öğrencilerin sayı duyusu gelişimlerine olan etkisini incelemektir. Bu amaçla 2016-2017 eğitim öğretim yılı 2. döneminde bir il merkezindeki Rehberlik ve Araştırma Merkezi (RAM) tarafından özel öğrenme güçlüğü tanısı almış 15 5-8. sınıf öğrencisi ile çalışılmıştır. Araştırmanın deseni tek gruplu ön test son test yarı deneysel desen olup sayı konuşmaları uygulamaları 3 hafta boyunca devam etmiştir. Araştırmanın verileri Can (2017) tarafından geliştirilen "Sayı Duyusu Ölçeği (SDÖ)" ; Fidan (2013) tarafından geliştirilen "Matematik Başarı Testi (MBT)" ve De Vos' (1992) tarafından geliştirilip Olkun, Can ve Yeşilpınar (2013) tarafından Türkçeye uyarlama çalışması yapılan "Hesaplama Performans Testi (HPT)" aracılığıyla toplanmıştır. Araştırmada kullanılan HPT öğrencilere uygulanacak olan MBT'nin sınıf düzeyini belirlemek; MBT öğrencilerin matematik öğrenme güçlüğü yaşayıp yaşamadıklarını tespit etmek ve SDÖ ise sayı konuşmaları uygulamalarının etkisini ortaya koymak amacıyla kullanılmıştır. Araştırma sonucunda, sayı konuşmaları uygulamalarının matematik öğrenme güçlüğü yaşayan ortaokul öğrencilerinin sayı duyusu ölçeğinden aldıkları puanları istatistiksel olarak anlamlı bir şekilde etkilediği görülmüştür. Buna göre sayı konuşmaları uygulamaları matematik öğrenme güçlüğü yaşayan öğrencilerin öğretmenleri tarafından kullanılabilecek bir öğretim aracı olarak tavsiye edilebilir. Araştırma daha fazla öğrenci ile daha uzun süre, farklı eğitim kademelerinde yürütülerek matematikle ilgili diğer özelliklerin değişimi incelenebilir
The purpose of this study is to examine the effect of the number talks in the development of number senses of the middle school students' with dyscalculia. For this purpose we studied 15 students from 5th to 8th degrees who were diagnosed with a specific learning disability by a provincial Guidance and Research Center (GRC) during the second semester of the 2016-2017 academic year. The design of the study is a single group pre-test post test quasi-experimental design and the number talks examination was continued for a 3 week period of time. The data was gathe-red via "Number Sense Scale (NSS)" which was developed by Can (2017); "Mathematics Achievement Test (MAT)" which was developed by Fidan (2013) and "Tempo Test Rekenen (TTR)" which was developed by De Vos' (1992) and was adapted into Turkish by Olkun, Can and Greenpı-nar (2013). To determine the grade level of MAT to be applied to the students TTR was used, MAT was used to examine if students were experincing the difficulty of learning mathematics and NSS was used to investigate the effectiveness of the number talks. According to the findings of the research, it was seen that the number talks statis-cally significantly affected the students' scores which were taken from the number sense scale. From this findings, it can be suggested that number talks can be used by teachers for the students who have difficulties in mathematics. This study has some limitations such as the size of the group and the period of the number talks applications so further studies can be done with much more students in a longer period of time.
The purpose of this study is to examine the effect of the number talks in the development of number senses of the middle school students' with dyscalculia. For this purpose we studied 15 students from 5th to 8th grades who were diagnosed with a specific learning disability by a provincial Guidance and Research Center (GRC) during the second semester of the 2016-2017 academic year. The design of the study is a single group pre-test post test quasi-experimental design and the number talks examination was continued for a 3 week period of time. The data was gathe-red via "Number Sense Scale (NSS)" which was developed by Can (2017); "Mathematics Achievement Test (MAT)" which was developed by Fidan (2013) and "Tempo Test Rekenen (TTR)" which was developed by De Vos' (1992) and was adapted into Turkish by Olkun, Can and Yeşilpı-nar (2013). To determine the grade level of MAT to be applied to the students TTR was used, MAT was used to examine if students were experincing the difficulty of lear-ning mathematics and NSS was used to investigate the effectiveness of the number talks. According to the findings of the research, it was seen that the number talks statisti-cally significantly affected the students' scores which were taken from the number sense scale. From this findings, it can be suggested that number talks can be used by teachers for the students who have difficulties in mathematics. This study has some limitations such as the size of the group and the period of the number talks applications so further studies can be done with much more students in a longer period of time.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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