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7. VE 8. SINIF ÖĞRENCİLERİNİN SAYI HİSSİ İLE MATEMATİK ÖZ YETERLİKLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

EXAMINATION OF THE RELATION BETWEEN NUMBER SENSE AND MATHEMATICAL SELF-EFFICACY OF 7TH AND 8TH GRADE STUDENTS

Journal Name:

  • The Journal of Academic Social Science Studies

Publication Year:

  • 2013
DOI: 
http://dx.doi.org/10.9761/JASSS623

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Number sense is the ability of using understanding of numbers and computations in mathematical situations flexibly. The person having number sense to make sense of numerical situations, uses numbers flexibly when mentally computing, estimating, judging number magnitude, and judging reasonableness of results; moves between number representations; and relates numbers, symbols, and operations. Many performed studies have stated that the low number sense’ of individuals and the positive effect of various teaching methods in improvement of number sense, but a few studies about number sense’ relationship with the other facts like attitude, thoughts etc. The purpose of this study is to find out the relationship between the number sense and self-efficacy of 7th and 8th grades. A total of 119 7th grade and 109 8th grade students participated in this study. The data of the study which is analyzed quantitatively is obtained via a number sense test and the mathematics self-efficacy scale. The results of the study show that the number sense of the group of students, who have participated at the study, isn’t sufficiently well. The result indicates that the number sense performances of the students increase proportional to the grade level. But this increase is not statistically meaningful. Otherwise, there is a moderate correlation between student performance in number sense and mathematical self-efficacy.
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Abstract (Original Language): 
Sayı hissi bireylerin sayı ve işlem bilgisini matematiksel durumlarda esnek biçimde kullanabilme becerisidir. Sayı hissine sahip olan birey sayısal durumları anlamlandırabilir, zihinden, işlem yaparken sayıları esnek biçimde kullanabilir, tahminde bulunabilir, sayı büyüklüklerini yargılayabilir, sonuçların akla uygunluğunu sorgulayabilir, sayı gösterimleri arasında geçiş yapabilir, sayı, sembol ve işlemleri ilişkilendirebilir. Daha önce yapılan çalışmalar bireylerdeki düşük sayı hissini, farklı öğretim metotlarının sayı hissinin gelişimine olan olumlu etkisini ortaya koyarken sayı hissinin davranışlar, düşünceler ve algılar ile olan ilişkisi yeteri kadar aydınlatılamamıştır. Bu eksiklikten yola çıkan çalışmanın amacı da ilköğretim 7. ve 8. sınıf öğrencilerinin sayı hissini belirlemek ve bunun matematik öz yeterliği ile arasındaki ilişkiyi araştırmaktır. Çalışmaya 119 (52 kız, 67 erkek) 7. sınıf ve 109 (58 kız, 51 erkek) 8. sınıf öğrencisi katılmıştır. Çalışmanın amacı doğrultusunda öğrencilere literatürde yer alan 25 maddelik bir sayı hissi testi ve 14 maddelik matematik öz yeterlik ölçeği uygulanmıştır. Sayı hissi testinden ve ölçekten elde edilen puanlar nicel olarak analiz edilmiştir. Sonuç olarak çalışmaya katılan öğrencilerin sayı hissinin oldukça düşük olduğu ortaya çıkmıştır. Bunun yanı sıra sınıflar düzeyi arttıkça sayı hissi performansı artsa da sınıf düzeyleri arasında anlamlı bir farklılık olmadığı bulunmuştur. Ayrıca öğrencilerin sayı hissi ve matematik öz yeterlikleri arasında orta düzeyde bir ilişki ortaya çıkmıştır.
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