Research Article
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Year 2020, Volume: 9 Issue: 2, 367 - 389, 24.06.2020

Derya Can

Abstract

References

  • Aksu, G. & Koruklu, N. (2015). Determination the effects of vocational high school students’ logical and critical thinking skills on mathematics success. Eurasian Journal of Educational Research, 59, 181-206.
  • Aksu, M. (1997). Student performance in dealing with fractions. The Journal of Education Journals, 90(6), 375-380.
  • Attridge, N., & Inglis, M. (2013). Advanced mathematical study and the development of con¬ditional reasoning skills. PLOS ONE, 8, e69399.
  • Behr, M. J., Wachsmuth, I., Post, T. R., & Lesh, R. (1984). Order and equivalence of rational numbers: A clinical teaching experiment. Journal for Research in Mathematics Education, 15, 323–341.
  • Blöte, A. W., Klein, A. S., & Beishuizen, M. (2000). Mental computation and conceptual understanding. Learning and Instruction, 10, 221–247. http://dx.doi.org/10.1016/S0959-4752(99)00028-6
  • Briand-Newman, H., Wng, M., & Evans, D. (2012). Teacher subject matter knowledge of number sense. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia) (pp.130-137). Singapore: MERGA.
  • Burns, M. (2007). About teaching mathematics: A K-8 resource (3th ed.). Sausalito, CA: Math Solution Publications.
  • Dayı, Ö. (2018). İlköğretim Matematik Öğretmen adaylarının Sayı Duyuları Üzerine Bir Çalışma. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.
  • De Castro, B. (2008). Cognitive models: the missing link to learning fraction multiplication and division. Asia Pacific Education Review, 9(2), 101-112.
  • Demirel, Ö. (2003). Planlamadan Değerlendirmeye Öğretme Sanatı. Ankara: Pegem A Yayıncılık.
  • Doughery, B.J. and Crites, T., (1989). Applying number sense to problem solving. Arithmetic Teacher, 22–25.
  • Evans, J. (2000). Adults' mathematical thinking and emotions: a study of numerate practices. London: Routledge Falmer.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research in Education, Sixth Edition, New York: McGraw-Hill.
  • Handley, S., Capon, A., Beveridge, M., Dennis, I., & Evans, J.S.B.T. (2004). Working mem¬ory, inhibitory control, and the development of children’s reasoning. Thinking & Reasoning, 10, 175–195.
  • Harç, S. (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcut durumlarının analizi (Yüksek Lisans Tezi), Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Heirdsfield, A. (2011). Teaching mental computation strategies in early mathematics. Young Children, 66, 96–102. http://dx.doi.org/10.1080/0144341032000123769Inglis, M., & Simpson, A. (2009). Conditional inference and advanced mathematical study: Further evidence. Educational Studies in Mathematics, 72, 185–198.
  • İncikabı, L., Tuna, A. & Biber, A. Ç. (2013). An analysis of mathematics teacher candidates' critical thinking dispositions and their logical thinking skills. Journal of International Education Research, 9(3), 257-266.
  • Jeotee, K. (2012). Reasoning skills, problem solving ability and academic ability: implications for study programme and career choice in the context of higher education in Thailand (Unpublished doctoral dissertation). Durham University, Durham. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/3380/
  • Johnson, A., & Partlo, A. (2014). The impact of regular number talks on mental math computation abilities (Masters of Arts in Education Action Research Papers). St. Catherine.
  • Kayhan Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi. (Yayınlanmamış Doktora Tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kayhan Altay, M. & Umay, A. (2013). İlköğretim ikinci kademe öğrencilerine yönelik sayı duyusu ölçeği’nin geliştirilmesi. Education and Science, 38(167), 241-255.
  • Karplus, R. (1977). Science Teaching And The Development Of Reasoning. Journal of Research in Science Teaching, 14 (2), 169-175.
  • Lawson, A. E. (1982), Formal reasoning, achievement, and intelligence: An issue of importance. Science Education, 66, 77-83.
  • Lucangeli, D., Tressoldi, P. E., Bendotti, M., Bonanomi, M., & Siegel, L. S. (2003). Effective strategies for mental and written arithmetic calculation from the third to the fifth grade. Educational Psychology, 23, 507–520.
  • Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Hillsdale, NJ:Erlbaum.
  • Mansi, K. E. (2003). Reasoning and geometric proof in mathematics education: a review of the literature (Unpublished master’s thesis). North Carolina State University, USA.
  • Mohamed, M., & Johnny, J. (2010). Investigating number sense among students. ProcediaSocial and Behavioral Sciences, 8, 317-324. doi: 10.1016/j.sbspro.2010.12.044.
  • National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford, & B. Findel (Eds.), Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
  • Newton, K. J. (2008). An extensive analysis of preservice elementary teachers’ knowledge of fractions. American Educational Research Journal, 45, 1080–1110.B. Csapó & M. Szendrei (Eds.), Framework for diagnostic assessment of mathematics (pp. 17-56). Budapest: Nemzeti Tankönyvkiadó. Available from:https://www.researchgate.net/publication/270703374_Developing_and_assessing_mathematical_reasoning [accessed Jun 06 2019].
  • Tobin, K. G., & Capie, W. (1981). The development and validation of a group test of logical thinking. Educational and Psychological Measurement, 41, 413-421.Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25, 166–175.Tsao, Y.-L. (2005). The number sense of preservice elementary teachers. College Student Journal, 39, 647–679.
  • Tuna, A., Biber, A. Ç. & İncikabı, L. (2013). An analysis of mathematics teacher candidates' logical thinking levels: case of Turkey. Journal of Educational and Instructional Studies in the World, 3(1), 83-91.
  • Turgut, M., Yenilmez, K. & Balbağ, M. Z. (2017). Öğretmen adaylarının mantıksal ve uzamsal düşünme becerileri: bölüm, cinsiyet ve akademik performansın etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 41, 265-283.
  • Umay, A. (2003). Mathematical reasoning ability. Hacettepe University Journal of Education, 24, 234–243.
  • Valanides, N. C. (1997). Cognitive abilities among twelfth-grade students: Implications for science teaching. Educational Research and Evaluation, 3, 160–186.Van de Walle, J.A., Karp, K.S., and Bay-Williams, J.M., (2010). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Allyn & Bacon. Varol, F., & Farran, D. (2007). Elementary school students’ mental computation proficiencies. Early Childhood Education Journal, 35, 89–94. http://dx.doi.org/10.1007/s10643-007-0173-8
  • Yang, D. C. (2007). Investigating the strategies used by preservice teachers in Taiwan when responding to number sense questions. School Science and Mathematics, 107, 293–301.
  • Yang, D. C., Li, M. N., & Lin, C. I. (2008). A study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6(4), 789-807.
  • Yenilmez, K. & Turgut, M. (2016). Relationship between prospective middle school mathematics teachers’ logical and reflective thinking skills. Journal of Educational and Instructional Studies in the World, 6(4), 15-20.

Sınıf Öğretmeni Adaylarının Mantıksal Düşünme Yeteneğine Göre Sayı Duyusu Performanslarının İncelenmesi

Year 2020, Volume: 9 Issue: 2, 367 - 389, 24.06.2020

Derya Can

Abstract

Mantıksal düşünme, sayıları etkili
kullanma, problemlere bilimsel çözümler üretme, sınıflama, genelleme yapma,
benzetmeler yapma gibi davranışları gösterme yeteneğidir. Mantıksal düşünmenin
en yoğun olarak kullanıldığı alanlardan birisi matematiktir. Matematik
sayıları, işlemleri, cebiri, geometriyi, orantıyı ve daha birçok konuyu
öğretirken doğası gereği örüntüleri keşfetmeyi, akıl yürütmeyi, tahminlerde
bulunmayı, gerekçeli düşünmeyi ve sonuca ulaşmayı da öğretir. Bu araştırmanın
amacı, sınıf öğretmeni adaylarının mantıksal düşünme yeteneklerine göre sayı
duyusu performanslarının nasıl farklılaştığını incelemektir. Matematik
başarısının önemli bir yordayıcısı olan sayı duyusu ise sayıları ve işlemleri
anlamlı bir şekilde kullanabilme, etkili ve yararlı stratejiler geliştirebilme
ve esnek hesaplamalar yapabilme becerilerini gerektirmektedir. Mantıksal
düşünme yeteneği ile sayı duyusu arasındaki ilişkinin konu edildiği bu
araştırmada, öğretmen adaylarının sayı duyusu performansının mantıksal düşünme
yeteneklerine göre nasıl değiştiği incelenmiştir. Tarama modelinde
gerçekleştirilen çalışmaya 206 sınıf öğretmeni adayı katılmıştır. Adaylara
mantıksal düşünme yeteneği testi ve sayı duyusu testi uygulanmıştır. Araştırma
problemlerine ilişkin çıkarımsal istatistikler için korelasyon analizi ve tek
yönlü varyans analizi uygulanmıştır.  
Elde edilen bulgular mantıksal düşünme yeteneği düzeylerine göre
öğretmen adaylarının sayı duyusu performansları arasında anlamlı farklılıklar olduğunu
göstermiştir. Ayrıca mantıksal düşünme yeteneği ile sayı duyusu performansı
arasında anlamlı ve pozitif yönlü bir ilişki bulunmuştur. Sayı duyusu testinde
yer alan soruların ait olduğu sayı duyusu bileşenlerine, matematiksel yapısına
ve sayı sistemlerine göre adayların sayı duyusu performansı mantıksal düşünme
yeteneklerine bağlı olarak farklılık göstermiştir. Adayların
matematiksel-mantıksal düşünmelerinin ve muhakeme becerilerinin geliştirilmesi
hem mantıksal düşünme yeteneklerini hem de buna bağlı olarak farklı stratejiler
üzerinde düşünme, sorgulama ve en etkili ve pratik yöntemi seçme konusundaki
becerilerini arttırabilir.

Keywords

Mantıksal düşünme sayı duyusu matematik öğretmen adayları mantık

References

  • Aksu, G. & Koruklu, N. (2015). Determination the effects of vocational high school students’ logical and critical thinking skills on mathematics success. Eurasian Journal of Educational Research, 59, 181-206.
  • Aksu, M. (1997). Student performance in dealing with fractions. The Journal of Education Journals, 90(6), 375-380.
  • Attridge, N., & Inglis, M. (2013). Advanced mathematical study and the development of con¬ditional reasoning skills. PLOS ONE, 8, e69399.
  • Behr, M. J., Wachsmuth, I., Post, T. R., & Lesh, R. (1984). Order and equivalence of rational numbers: A clinical teaching experiment. Journal for Research in Mathematics Education, 15, 323–341.
  • Blöte, A. W., Klein, A. S., & Beishuizen, M. (2000). Mental computation and conceptual understanding. Learning and Instruction, 10, 221–247. http://dx.doi.org/10.1016/S0959-4752(99)00028-6
  • Briand-Newman, H., Wng, M., & Evans, D. (2012). Teacher subject matter knowledge of number sense. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia) (pp.130-137). Singapore: MERGA.
  • Burns, M. (2007). About teaching mathematics: A K-8 resource (3th ed.). Sausalito, CA: Math Solution Publications.
  • Dayı, Ö. (2018). İlköğretim Matematik Öğretmen adaylarının Sayı Duyuları Üzerine Bir Çalışma. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.
  • De Castro, B. (2008). Cognitive models: the missing link to learning fraction multiplication and division. Asia Pacific Education Review, 9(2), 101-112.
  • Demirel, Ö. (2003). Planlamadan Değerlendirmeye Öğretme Sanatı. Ankara: Pegem A Yayıncılık.
  • Doughery, B.J. and Crites, T., (1989). Applying number sense to problem solving. Arithmetic Teacher, 22–25.
  • Evans, J. (2000). Adults' mathematical thinking and emotions: a study of numerate practices. London: Routledge Falmer.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to Design and Evaluate Research in Education, Sixth Edition, New York: McGraw-Hill.
  • Handley, S., Capon, A., Beveridge, M., Dennis, I., & Evans, J.S.B.T. (2004). Working mem¬ory, inhibitory control, and the development of children’s reasoning. Thinking & Reasoning, 10, 175–195.
  • Harç, S. (2010). 6. sınıf öğrencilerinin sayı duygusu kavramı açısından mevcut durumlarının analizi (Yüksek Lisans Tezi), Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Heirdsfield, A. (2011). Teaching mental computation strategies in early mathematics. Young Children, 66, 96–102. http://dx.doi.org/10.1080/0144341032000123769Inglis, M., & Simpson, A. (2009). Conditional inference and advanced mathematical study: Further evidence. Educational Studies in Mathematics, 72, 185–198.
  • İncikabı, L., Tuna, A. & Biber, A. Ç. (2013). An analysis of mathematics teacher candidates' critical thinking dispositions and their logical thinking skills. Journal of International Education Research, 9(3), 257-266.
  • Jeotee, K. (2012). Reasoning skills, problem solving ability and academic ability: implications for study programme and career choice in the context of higher education in Thailand (Unpublished doctoral dissertation). Durham University, Durham. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/3380/
  • Johnson, A., & Partlo, A. (2014). The impact of regular number talks on mental math computation abilities (Masters of Arts in Education Action Research Papers). St. Catherine.
  • Kayhan Altay, M. (2010). İlköğretim ikinci kademe öğrencilerinin sayı duyularının; sınıf düzeyine, cinsiyete ve sayı duyusu bileşenlerine göre incelenmesi. (Yayınlanmamış Doktora Tezi). Hacettepe Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
  • Kayhan Altay, M. & Umay, A. (2013). İlköğretim ikinci kademe öğrencilerine yönelik sayı duyusu ölçeği’nin geliştirilmesi. Education and Science, 38(167), 241-255.
  • Karplus, R. (1977). Science Teaching And The Development Of Reasoning. Journal of Research in Science Teaching, 14 (2), 169-175.
  • Lawson, A. E. (1982), Formal reasoning, achievement, and intelligence: An issue of importance. Science Education, 66, 77-83.
  • Lucangeli, D., Tressoldi, P. E., Bendotti, M., Bonanomi, M., & Siegel, L. S. (2003). Effective strategies for mental and written arithmetic calculation from the third to the fifth grade. Educational Psychology, 23, 507–520.
  • Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Hillsdale, NJ:Erlbaum.
  • Mansi, K. E. (2003). Reasoning and geometric proof in mathematics education: a review of the literature (Unpublished master’s thesis). North Carolina State University, USA.
  • Mohamed, M., & Johnny, J. (2010). Investigating number sense among students. ProcediaSocial and Behavioral Sciences, 8, 317-324. doi: 10.1016/j.sbspro.2010.12.044.
  • National Research Council. (2001). Adding it up: Helping children learn mathematics. In J. Kilpatrick, J. Swafford, & B. Findel (Eds.), Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.
  • Newton, K. J. (2008). An extensive analysis of preservice elementary teachers’ knowledge of fractions. American Educational Research Journal, 45, 1080–1110.B. Csapó & M. Szendrei (Eds.), Framework for diagnostic assessment of mathematics (pp. 17-56). Budapest: Nemzeti Tankönyvkiadó. Available from:https://www.researchgate.net/publication/270703374_Developing_and_assessing_mathematical_reasoning [accessed Jun 06 2019].
  • Tobin, K. G., & Capie, W. (1981). The development and validation of a group test of logical thinking. Educational and Psychological Measurement, 41, 413-421.Toluk-Uçar, Z. (2009). Developing pre-service teachers understanding of fractions through problem posing. Teaching and Teacher Education, 25, 166–175.Tsao, Y.-L. (2005). The number sense of preservice elementary teachers. College Student Journal, 39, 647–679.
  • Tuna, A., Biber, A. Ç. & İncikabı, L. (2013). An analysis of mathematics teacher candidates' logical thinking levels: case of Turkey. Journal of Educational and Instructional Studies in the World, 3(1), 83-91.
  • Turgut, M., Yenilmez, K. & Balbağ, M. Z. (2017). Öğretmen adaylarının mantıksal ve uzamsal düşünme becerileri: bölüm, cinsiyet ve akademik performansın etkisi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 41, 265-283.
  • Umay, A. (2003). Mathematical reasoning ability. Hacettepe University Journal of Education, 24, 234–243.
  • Valanides, N. C. (1997). Cognitive abilities among twelfth-grade students: Implications for science teaching. Educational Research and Evaluation, 3, 160–186.Van de Walle, J.A., Karp, K.S., and Bay-Williams, J.M., (2010). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Allyn & Bacon. Varol, F., & Farran, D. (2007). Elementary school students’ mental computation proficiencies. Early Childhood Education Journal, 35, 89–94. http://dx.doi.org/10.1007/s10643-007-0173-8
  • Yang, D. C. (2007). Investigating the strategies used by preservice teachers in Taiwan when responding to number sense questions. School Science and Mathematics, 107, 293–301.
  • Yang, D. C., Li, M. N., & Lin, C. I. (2008). A study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6(4), 789-807.
  • Yenilmez, K. & Turgut, M. (2016). Relationship between prospective middle school mathematics teachers’ logical and reflective thinking skills. Journal of Educational and Instructional Studies in the World, 6(4), 15-20.
There are 37 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Derya Can 0000-0003-1257-8793

Publication Date June 24, 2020
Published in Issue Year 2020Volume: 9 Issue: 2

Cite

APA Can, D. (2020). Sınıf Öğretmeni Adaylarının Mantıksal Düşünme Yeteneğine Göre Sayı Duyusu Performanslarının İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 9(2), 367-389.
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