SAYI HİSSİ BİLEŞENLERİNE AİT SINIFLANDIRMALARIN İNCELENMESİ
Keywords (Original Language):
|Author Name||University of Author||Faculty of Author|
BAROODY, Arthur J.; LAI, Meng-lung & MIX, Kelly. S. (2006). The development of young children's early number and operation sense and its implications for early childhood education Handbook of research on the education of young children (2 ed., pp. 187-221). Mahwah, NJ: Lawrence Erlbaum Associates.
BERCH, Daniel B. (2005). Making sense of number sense. Journal of Learning Disabilities, 38(4), 333-339.
CASE, Robbie (1998). A psychological model of number sense. Paper presented at the at the annual meeting of the American Educational Research Association.
DEHAENE, Stanislas (1997). The number sense: How the mind creates mathematics. New York: Oxford University Press.
GERSTEN, Russell & CHARD, David J. (1999). Number Sense. The Journal of Special Education, 33(1), 18.
GERSTEN, Russell; JORDAN, Nancy C. & FLOJO, Jonathan R. (2005). Early identification and interventions for students with mathematics difficulties. Journal of Learning Disabilities, 38(4), 293-304.
GREENO, James G. (1991). Number sense as situated knowing in a conceptual domain. Journal for Research in Mathematics Education, 22(3), 170-218.
HARÇ, Sevinç (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcut durumlarının analizi. Yayınlanmamış yüksek lisans tezi, Marmara Universitesi, İstanbul.
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HOWDEN, Hilde (1989). Teaching number sense. Arithmetic Teacher, 36, 6-11.
HOWELL, Sally & KEMP, Coral (2006). An international perspective of early number sense: Identifying components predictive of difficulties in early mathematics achievement. Australian Journal of Learning Difficulties, 11(4), 197-207.
IRWIN, Kathryn C. & BRITT, Murray S. (2005). The algebraic nature of students’ numerical manipulation in the New Zealand numeracy project. Educational Studies in Mathematics, 58(2), 169-188.
JORDAN, Nancy C.; GLUTTING, Joseph; RAMINENI, Chaitanya & WATKINS, Marley W. (2010). Validating a number sense screening tool for use in kindergarten and first grade: Prediction of mathematics proficiency in third grade. School Psychology Review, 39(2), 181-195.
JORDAN, Nancy C.; KAPLAN, David; NABORS OLÁH, Leslie & Locuniak, Maria N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153-175.
KAMINSKI, Eugene (2002). Promoting mathematical understanding: Number sense in action. Mathematics Education Research Journal, 14(2), 133-149.
KAYHAN ALTAY, Mesture (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi. Yayınlanmamış doktora tezi, Hacettepe Universitesi, Ankara.
LAGO, Rachel M. & DiPERNA, James C. (2010). Number sense in kindergarten: A factor-analytic study of the construct. School Psychology Review, 39(2), 164-180.
LI, Mao-Neng F., & YANG, Der-Ching (2010). Development and validation of a computer administered number sense scale for fifth grade children in Taiwan. School Science and Mathematics, 110(4), 220-230.
LOUANGE, Jemmy & BANA, Jack (2010, July 3-7 ). The relationship between the number sense and problem solving abilities of year 7 students. Paper presented at the 33rd Annual Conference of the Mathematics Education Research Group of Australasia, Fremantle, Australia.
MARKOVİTS, Zvıa & SOWDER, Judith (1994). Developing number sense: An intervention study in grade 7. Journal for Research in Mathematics Education, 25, 4-29.
McINTOSH, Alistair; REYS, Barbara J., & REYS, Robert E. (1992). A proposed framework for examining basic number sense. For the learning of mathematics, 12(3), 2-44.
MİLLİ EĞİTİM BAKANLIĞI [MEB] (2009). İlköğretim matematik dersi 6–8. sınıflar öğretim programı. Ankara: Milli Eğitim Basımevi.
MOHAMED, Mohini & JOHNNY, Jacinta (2010). Investigating number sense among students. Procedia-Social and Behavioral Sciences, 8, 317-324.
Sayı Hissi Bileşenlerine Ait Sınıflandırmaların İncelenmesi 663
NATIONAL COUNCIL of TEACHERS of MATHEMATICS [NCTM] (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
NATIONAL COUNCIL of TEACHERS of MATHEMATICS [NCTM] (2000). Principles and standards for school mathematics. Reston: VA: National Council of Teachers of Mathematics.
PIKE, Christopher D. & FORRESTER, Michael A. (1997). The influence of number sense on children's ability to estimate measures. Educational Psychology, 17(4), 483-500.
RESNICK, Lauren B. (1989). Defining, assesing, and teaching number sense. In J. T. Sowder & B. P. Schappelle (Eds.), Establishing foundations for research on number sense and related topics: Report of a conference (pp. 35-40). San Diego, CA: San Diego State University, Center for Research in Mathematics and Science Education.
REYS, Robert E.; REYS, Barbara; EMANUELSSON, Göran, JOHANSSON; Bengt, McINTOSH, Alistair & YANG, Der-Ching (1999). Assessing number sense of students in Australia, Sweden, Taiwan, and the United States. School Science and Mathematics, 99(2), 61-70.
REYS, Robert E. & YANG, Der-Ching (1998). Relationship between computational performance and number sense among sixth-and eighth-grade students in Taiwan. Journal for Research in Mathematics Education, 29, 225-237.
SOWDER, Judith T. (1992). Estimation and number sense. In A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics. (pp. 371-389). New York: Macmillan.
SOWDER, Judith T. & KELIN, J (1993). Number sense and related topics. In D. T. Owens (Ed.), Research ideas for the classroom: Middle grades mathematics (pp. 41-57). New York: Macmillian.
SOWDER, Judith T. & SCHAPPELLE, Bonnie P. (Eds.). (1989). Establishing foundations for research on number sense and related topics: Report of a conference. San Diego, CA: San Diego State University, Center for Research in Mathematics and Science Education.
TSAO, Yea-Ling (2004). Exploring the connections among number sense, mental computation performance, and the written computation performance of elementary preservice school teachers. Journal of College Teaching & Learning, 1(12), 71-90.
UMAY, Aysun; AKKUŞ, Oylum & PAKSU, Asuman D. (2006). Matematik dersi 1.-5. sınıf öğretim programının NCTM prensip ve standartlarına göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31, 198-211.
VERSCHAFFEL, Lieven; GREER, Brian & De CORTE, Erik (2007). Whole number concepts and operations. In F. K. Lester (Ed.), Second handbook of research on
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mathematics teaching and learning (Vol. 2, pp. 557-628). Charlotte, NC: Information Age Publishing.
YANG, Der-Ching (1995). Number sense performance and strategies possessed by sixth and eighth grade students in Taiwan. Unpublished Doctoral dissertation, University of Missouri, Columbia.
YANG, Der-Ching (2003). Teaching and learning number sense–an intervention study of fifth grade students in Taiwan. International Journal of Science and Mathematics Education, 1(1), 115-134.
YANG, Der-Ching (2005). Number sense strategies used by 6th grade students in Taiwan. Educational Studies, 31(3), 317-333.
YANG, Der-Ching; LI, Mao-Neng F. & LI, Wei-Jin. (2008). Development of a computerized number sense scale for 3rd graders: Reliability and validity analysis. International Electronic Journal of Mathematics Education, 3(2), 110-124. http://www.iejme.com/022008/ab3.htm adresinden ulaşılmıştır.
YANG, Der-Ching & LI, Mao-Neng F. (2008). An investigation of 3rd grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443-455.
YANG, Der-Ching; REYS, Robert E., & REYS, Barbara J. (2009). Number sense strategies used by pre-service teachers in Taiwan. International Journal of Science and Mathematics Education, 7(2), 383-403.
YANG, Der-Ching & TSAI, Yi-Fang (2010). Promoting sixth graders’ number sense and learning attitudes via technology-based environment. Educational Technology & Society, 13(4), 112–125.
YANG, Der-Ching & WU, Wan-Ru. (2010). The study of number sense: Realistic activities integrated into third-grade math classes in Taiwan. The Journal of Educational Research, 103(6), 379-392.