Araştırma Makalesi
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An Investigation of Pre-Service Elementary Teachers’ Skills of Teaching Numbers Through Digital Storytelling

Yıl 2022, Cilt: 16 Sayı: 1, 1 - 16, 30.06.2022
https://doi.org/10.17522/balikesirnef.1016564

Öz

Digital storytelling is a new education method in which educational achievements are narrated with photographs and stories in the computer environment. In this study, the pre-service elementary teachers’ skills of teaching numbers through digital storytelling were examined. 98 pre-service elementary teachers participated in the research which was conducted in the type of scanning. The digital stories were evaluated with the rubric developed in the study. The analysis results revealed that pre-service teachers’ skills of teaching numbers were at a moderate level. Besides, while it differed significantly according to gender, it did not differ significantly according to mathematics achievement. The analysis of the digital stories also showed that the pre-service teachers used activities related to introducing the number and the use of numbers but not the part-whole relationships of numbers in their digital stories. The results revealed that the pre-service teachers have some deficiencies in the steps of teaching numbers.

Kaynakça

  • Akman, B. (2002). Okulöncesi dönemde matematik [Mathematics in preschool]. Hacettepe University Journal of Education, 23(23), 244-248.
  • Albano, G., & Pierri, A. (2017). Digital storytelling in mathematics: a competence-based methodology. Journal of Ambient Intelligence and Humanized Computing, 8(2), 301-312. Doi: 10.1007/s12652-016-0398-8
  • Albayrak, M., Yazıcı, N., & Şimşek, M. (2019). Lack of mathematics teaching: awareness of negotiations number and number concept. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(4), 1487-1498. https://doi.org/10.17240/aibuefd.2019..-514110
  • Alptekin, S. (2015). Sayma becerilerinin öğretimi [Teaching counting skills]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(01), 63-72. https://doi.org/10.1501/Ozlegt_0000000219
  • Altun, M. (2014). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi [Teaching mathematics for education faculties and classroom teachers]. Alfa basım yayım dağıtım.
  • Battista, M. T. (1983). A complete model for operations on integers. The Arithmetic Teacher, 30(9), 26-31. https://doi.org/10.5951/AT.30.9.0026
  • Baykul, Y. (2000). İlköğretimde matematik öğretimi: 1-5. sınıflar için [Teaching mathematics in primary education: 1-5. for classes]. PegemA Yayıncılık.
  • 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(5), 323-341. https://doi.org/10.5951/jresematheduc.15.5.0323
  • Bull, G., & Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32(4), 46-49.
  • Dinçer, B., & Yılmaz, S. (2019). Matematik dersinde dijital öykü anlatımının açıklık kavramı öğretimine etkisinin incelenmesine yönelik deneysel bir çalışma. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 8(2), 49-57.
  • Dogan, B., & Robin, B. (2008, March). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. In Society for Information Technology & Teacher Education International Conference (pp. 902-907). Association for the Advancement of Computing in Education (AACE).
  • Duatepe Paksu, A. (2010). Üslü ve köklü sayılar konularındaki öğrenme güçlükleri. İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri içinde. Pegem Akademi.
  • Foley, L. M. (2013). Digital storytelling in primary-grade classrooms (Unpublished Doctoral Thesis). Arizona State University.
  • Fuadiah, N. F., & Suryadi, D. (2019). Teaching and learning activities in classroom and their impact on student misunderstanding: A case study on negative integers. International Journal of Instruction, 12(1), 407-424. https://doi.org/10.29333/iji.2019.12127a
  • Gould, D., & Schmidt, D. A. (2010). Trigonometry comes alive through digital storytelling. The Mathematics Teacher, 104(4), 296-301. https://doi.org/10.5951/MT.104.4.0296
  • Haylock, D., & Cockburn, A. D. (2008). Understanding mathematics for young children: A guide for foundation stage and lower primary teachers. Sage.
  • Jakes, D.S., & Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. http://www.jakesonline.org/dst_techforum.pdf
  • Kajder, S. B. (2004). Enter here: Personal narrative and digital storytelling. English Journal, 93(3), 64-68.
  • Kaplan, B. (2019). Effectiveness of instruction with games for teaching counting skills to students with mental deficiency (Unpublished master thesis). Necmettin Erbakan University.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Yayın Dağıtım.
  • Markovits, Z. & Sowder, J., (1994). Developing number sense: An intervation study in grade 7. Journal for Research in Mathematics Education, 25(1), 4-29. https://doi.org/10.5951/jresematheduc.25.1.0004
  • McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the learning of mathematics, 12(3), 2-44.
  • Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication, 2(2), 189-193. https://doi.org/10.1177/1470357203002002004
  • Ministry of National Education [MoNE] (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics lesson curriculum – primary and secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades]. Ankara.
  • Moss, J., & Case, R. (1999). Developing children's understanding of the rational numbers: A new model and an experimental curriculum. Journal for research in mathematics education, 30(2), 122-147. https://doi.org/10.2307/749607
  • Muldoon, K., Towse, J., Simms, V., Perra, O., & Menzies, V. (2013). A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year. Developmental psychology, 49(2), 250. https://doi.org/10.1037/a0028240
  • Murphy, J., Bates, P., & Anderson, J. (1984). The effect of self-instruction training of counting skills by pre-school handicapped students. Education and Treatment of Children, 7, 247-257.
  • Niemi, H., Niu, S., Vivitsou, M., & Li, B. (2018). Digital storytelling for twenty-first-century competencies with math literacy and student engagement in China and Finland. Contemporary Educational Technology, 9(4), 331-353. https://doi.org/10.30935/cet.470999
  • Olkun, S., & Uçar, Z. T. (2012). İlköğretimde etkinlik temelli matematik öğretimi [Activity-based mathematics teaching in primary education]. Eğiten kitap.
  • Olkun, S., Fidan, E. & Babacan-Özer, A. (2013). The development of number concept and the use of counting in problem solving of 5-7 year olds. Eğitim ve Bilim, 38(169), 236-248.
  • Özpınar, İ. (2017). Pre-service mathematics teachers' opinions on the use of digital stories and instructional environments. Bartın Üniversitesi Egitim Fakültesi Dergisi, 6(3), 1189-1210. https://doi.org/10.14686/buefad.340057
  • Reys, R. E., & Yang, D. C. (1998). Relationship between computational performance and number sense among sixth-and eighth-grade students in Taiwan. Journal for Research in Mathematics Education, 29(2), 225-237. https://doi.org/10.5951/jresematheduc.29.2.0225
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228. https://doi.org/10.1080/00405840802153916
  • Shelton, C. C., Archambault, L. M., & Hale, A. E. (2017). Bringing digital storytelling to the elementary classroom: video production for pre-service teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68. https://doi.org/10.1080/21532974.2016.1276871
  • Starcic, A. I., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging pre-service primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29-50. https://doi.org/10.1111/bjet.12253
  • Tian, J., Braithwaite, D. W., & Siegler, R. S. (2020). Distributions of textbook problems predict student learning: Data from decimal arithmetic. Journal of Educational Psychology. https://doi.org/10.1037/edu0000618
  • Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim [Elementary and middle school mathematics: Teaching developmentally]. Nobel Akademik Yayıncılık.
  • Van Luit, J.E.H. & Schopman, E.A.M. (2000). Improving early numeracy of young children with special educational needs. Remedia & Special Education, 21(1), 27-40. https://doi.org/10.1177/074193250002100105
  • Walters, L.M., Green, M.R., Goldsby, D., & Parker, D. (2018). Digital storytelling as a problem-solving strategy in mathematics teacher education: How making a math-eo engages and excites 21st century students. International Journal of Technology in Education and Science (IJTES), 2(1), 1-16.
  • Wang, S. & Zhan, H. (2010). Enhancing teaching and learning with digital storytelling. International Journal of Information And Communication Technology Education (Ijıcte), 6(2), 76-87.
  • Wearne, D., & Hiebert, J. (1988). A cognitive approach to meaningful mathematics instruction: Testing a local theory using decimal numbers. Journal for research in mathematics education, 19(5), 371-384. https://doi.org/10.5951/jresematheduc.19.5.0371
Yıl 2022, Cilt: 16 Sayı: 1, 1 - 16, 30.06.2022
https://doi.org/10.17522/balikesirnef.1016564

Öz

Kaynakça

  • Akman, B. (2002). Okulöncesi dönemde matematik [Mathematics in preschool]. Hacettepe University Journal of Education, 23(23), 244-248.
  • Albano, G., & Pierri, A. (2017). Digital storytelling in mathematics: a competence-based methodology. Journal of Ambient Intelligence and Humanized Computing, 8(2), 301-312. Doi: 10.1007/s12652-016-0398-8
  • Albayrak, M., Yazıcı, N., & Şimşek, M. (2019). Lack of mathematics teaching: awareness of negotiations number and number concept. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(4), 1487-1498. https://doi.org/10.17240/aibuefd.2019..-514110
  • Alptekin, S. (2015). Sayma becerilerinin öğretimi [Teaching counting skills]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 16(01), 63-72. https://doi.org/10.1501/Ozlegt_0000000219
  • Altun, M. (2014). Eğitim fakülteleri ve sınıf öğretmenleri için matematik öğretimi [Teaching mathematics for education faculties and classroom teachers]. Alfa basım yayım dağıtım.
  • Battista, M. T. (1983). A complete model for operations on integers. The Arithmetic Teacher, 30(9), 26-31. https://doi.org/10.5951/AT.30.9.0026
  • Baykul, Y. (2000). İlköğretimde matematik öğretimi: 1-5. sınıflar için [Teaching mathematics in primary education: 1-5. for classes]. PegemA Yayıncılık.
  • 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(5), 323-341. https://doi.org/10.5951/jresematheduc.15.5.0323
  • Bull, G., & Kajder, S. (2004). Digital storytelling in the language arts classroom. Learning & Leading with Technology, 32(4), 46-49.
  • Dinçer, B., & Yılmaz, S. (2019). Matematik dersinde dijital öykü anlatımının açıklık kavramı öğretimine etkisinin incelenmesine yönelik deneysel bir çalışma. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 8(2), 49-57.
  • Dogan, B., & Robin, B. (2008, March). Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop. In Society for Information Technology & Teacher Education International Conference (pp. 902-907). Association for the Advancement of Computing in Education (AACE).
  • Duatepe Paksu, A. (2010). Üslü ve köklü sayılar konularındaki öğrenme güçlükleri. İlköğretimde karşılaşılan matematiksel zorluklar ve çözüm önerileri içinde. Pegem Akademi.
  • Foley, L. M. (2013). Digital storytelling in primary-grade classrooms (Unpublished Doctoral Thesis). Arizona State University.
  • Fuadiah, N. F., & Suryadi, D. (2019). Teaching and learning activities in classroom and their impact on student misunderstanding: A case study on negative integers. International Journal of Instruction, 12(1), 407-424. https://doi.org/10.29333/iji.2019.12127a
  • Gould, D., & Schmidt, D. A. (2010). Trigonometry comes alive through digital storytelling. The Mathematics Teacher, 104(4), 296-301. https://doi.org/10.5951/MT.104.4.0296
  • Haylock, D., & Cockburn, A. D. (2008). Understanding mathematics for young children: A guide for foundation stage and lower primary teachers. Sage.
  • Jakes, D.S., & Brennan, J. (2005). Capturing stories, capturing lives: An introduction to digital storytelling. http://www.jakesonline.org/dst_techforum.pdf
  • Kajder, S. B. (2004). Enter here: Personal narrative and digital storytelling. English Journal, 93(3), 64-68.
  • Kaplan, B. (2019). Effectiveness of instruction with games for teaching counting skills to students with mental deficiency (Unpublished master thesis). Necmettin Erbakan University.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Yayın Dağıtım.
  • Markovits, Z. & Sowder, J., (1994). Developing number sense: An intervation study in grade 7. Journal for Research in Mathematics Education, 25(1), 4-29. https://doi.org/10.5951/jresematheduc.25.1.0004
  • McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the learning of mathematics, 12(3), 2-44.
  • Meadows, D. (2003). Digital storytelling: Research-based practice in new media. Visual Communication, 2(2), 189-193. https://doi.org/10.1177/1470357203002002004
  • Ministry of National Education [MoNE] (2018). Matematik dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics lesson curriculum – primary and secondary school 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades]. Ankara.
  • Moss, J., & Case, R. (1999). Developing children's understanding of the rational numbers: A new model and an experimental curriculum. Journal for research in mathematics education, 30(2), 122-147. https://doi.org/10.2307/749607
  • Muldoon, K., Towse, J., Simms, V., Perra, O., & Menzies, V. (2013). A longitudinal analysis of estimation, counting skills, and mathematical ability across the first school year. Developmental psychology, 49(2), 250. https://doi.org/10.1037/a0028240
  • Murphy, J., Bates, P., & Anderson, J. (1984). The effect of self-instruction training of counting skills by pre-school handicapped students. Education and Treatment of Children, 7, 247-257.
  • Niemi, H., Niu, S., Vivitsou, M., & Li, B. (2018). Digital storytelling for twenty-first-century competencies with math literacy and student engagement in China and Finland. Contemporary Educational Technology, 9(4), 331-353. https://doi.org/10.30935/cet.470999
  • Olkun, S., & Uçar, Z. T. (2012). İlköğretimde etkinlik temelli matematik öğretimi [Activity-based mathematics teaching in primary education]. Eğiten kitap.
  • Olkun, S., Fidan, E. & Babacan-Özer, A. (2013). The development of number concept and the use of counting in problem solving of 5-7 year olds. Eğitim ve Bilim, 38(169), 236-248.
  • Özpınar, İ. (2017). Pre-service mathematics teachers' opinions on the use of digital stories and instructional environments. Bartın Üniversitesi Egitim Fakültesi Dergisi, 6(3), 1189-1210. https://doi.org/10.14686/buefad.340057
  • Reys, R. E., & Yang, D. C. (1998). Relationship between computational performance and number sense among sixth-and eighth-grade students in Taiwan. Journal for Research in Mathematics Education, 29(2), 225-237. https://doi.org/10.5951/jresematheduc.29.2.0225
  • Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47(3), 220-228. https://doi.org/10.1080/00405840802153916
  • Shelton, C. C., Archambault, L. M., & Hale, A. E. (2017). Bringing digital storytelling to the elementary classroom: video production for pre-service teachers. Journal of Digital Learning in Teacher Education, 33(2), 58-68. https://doi.org/10.1080/21532974.2016.1276871
  • Starcic, A. I., Cotic, M., Solomonides, I., & Volk, M. (2016). Engaging pre-service primary and preprimary school teachers in digital storytelling for the teaching and learning of mathematics. British Journal of Educational Technology, 47(1), 29-50. https://doi.org/10.1111/bjet.12253
  • Tian, J., Braithwaite, D. W., & Siegler, R. S. (2020). Distributions of textbook problems predict student learning: Data from decimal arithmetic. Journal of Educational Psychology. https://doi.org/10.1037/edu0000618
  • Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). İlkokul ve ortaokul matematiği: Gelişimsel yaklaşımla öğretim [Elementary and middle school mathematics: Teaching developmentally]. Nobel Akademik Yayıncılık.
  • Van Luit, J.E.H. & Schopman, E.A.M. (2000). Improving early numeracy of young children with special educational needs. Remedia & Special Education, 21(1), 27-40. https://doi.org/10.1177/074193250002100105
  • Walters, L.M., Green, M.R., Goldsby, D., & Parker, D. (2018). Digital storytelling as a problem-solving strategy in mathematics teacher education: How making a math-eo engages and excites 21st century students. International Journal of Technology in Education and Science (IJTES), 2(1), 1-16.
  • Wang, S. & Zhan, H. (2010). Enhancing teaching and learning with digital storytelling. International Journal of Information And Communication Technology Education (Ijıcte), 6(2), 76-87.
  • Wearne, D., & Hiebert, J. (1988). A cognitive approach to meaningful mathematics instruction: Testing a local theory using decimal numbers. Journal for research in mathematics education, 19(5), 371-384. https://doi.org/10.5951/jresematheduc.19.5.0371
Toplam 41 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Özlem Özçakır Sümen 0000-0002-5140-4510

Yayımlanma Tarihi 30 Haziran 2022
Gönderilme Tarihi 30 Ekim 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 16 Sayı: 1

Kaynak Göster

APA Özçakır Sümen, Ö. (2022). An Investigation of Pre-Service Elementary Teachers’ Skills of Teaching Numbers Through Digital Storytelling. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 16(1), 1-16. https://doi.org/10.17522/balikesirnef.1016564