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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 bileşenlerin, 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 ve arkadaşlarının (1999) belirlediği sayı hissi alt bileşenlerine göre araştırmacılar tarafından geliştirilen 17 soruluk bir başarı testi kullanılmıştır. Çalışma sonucunda farklı sayı hissi bileşenlerinde hem sınıf seviyesine göre hem de üstün yetenekli tanısı konan ve konmayan öğrenciler arasında çeşitli farklılıklar çıkmıştır.
The sense of number in students enables it to develop a way of thinking that facilitates logical inference. Principles and Standards for School Mathematics (NCTM 2000) recommends that all students should develop their sense of number and ability to use numbers in different situations and to represent numbers in different forms for understanding numbers and transactions, development of number sense and ensuring fluency in arithmetic operations. This descriptive study was motivated to compare 4th and 5th grade students and their gifted peers regarding the development of number sense and sub-components of number sense that are counted among characteristics of successful users of mathematics. Participants of the research were 122 4th and 5th graduates and 182 gifted students attending the same classes at a Centre of Science and Arts in Turkey. Data were collected through a 17-item performance test developed by the researchers based on sub-components of number sense (Reys, Reys, Emanuelsson, Johansson, McIntosh and Yang 1999). The results indicated significant differences in the development of sub-components of number sense in students with respect to the attended grade and giftedness.
The sense of number in students enables it to develop a way of thinking that facilitates logical inference. Principles and Standards for School Mathematics (NCTM 2000) recommend that all students should develop their sense of number and ability to use numbers in different situations and to represent numbers in different forms for understanding numbers and transactions, development of number sense and ensuring fluency in arithmetic operations. This descriptive study was motivated to compare 4th and 5th grade students and their gifted peers regarding development of number sense and sub-components of number sense that are counted among characteristics of successful users of mathematics. Participants of the research were 122 4th and 5th graders and 182 gifted students attending the same classes at a Centre of Science and Arts in Turkey. Data were collected through a 17-item performance test developed by the researchers based on sub-components of number sense (Reys, Reys, Emanuelsson, Johansson, McIntosh ve Yang 1999). The results indicated significant differences in the development of sub-components of number sense in students with respect to the attended grade and giftedness.
Field : Eğitim Bilimleri; Filoloji; İlahiyat; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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