Browsing by Author "Aylar, Ebru"

Now showing 1 - 4 of 4
  • No Thumbnail Available
    Item
  • No Thumbnail Available
    Item
    İlkokul öğrencilerinin analog çoklukları karşılaştırma becerilerinin; matematiğin sayı, geometri öğrenme alanları ve hesaplama performanslarıyla ilişkisi
    (Eğitim Bilimleri Enstitüsü, 2019) Yılmaz, Cansev; Olkun, Sinan; Aylar, Ebru; Matematik
    The aim of this study was to investigate the relationship between primary school students' analog magnitude comparison skills (AMCS) and their achievement scores obtained from number and geometry learning areas tests and calculation performance tests as well as to investigate the difference between grades. The research was carried out using a relational survey model. Participants were 1st, 2nd, 3rd, 4th graders who were in the first month of the academic year. They were conveniently selected from a public school in Etimesgut; a socioeconomically diverse district of Ankara province which is located in mid-Anatolia, in Turkey. The tests were applied to 368 students in the classroom settings. When the scores from the tests were analyzed, AMCS scores were found to have a significant relationship with number test scores at 1st and 2nd grades, and with calculation test scores only at 2nd grade. To what degree the AMCS scores explained the variance in number, geometry-measurement and calculation performance scores were investigated. The results indicate that the number scores are significantly explained by AMCS scores for all grade levels. AMCS scores predict calculation performance scores only for 2nd grade, while predicting all tests scores for 4th grade. Participants were divided into upper and lower achievement groups for each class level based on their math achievement scores and whether there is a significant difference between the AMCS scores of these groups was investigated. A significant difference was found between the 1st and 2nd grades. When the difference of AMCS scores between the grade levels was investigated, it was observed that the 1st and the 2nd grade averages are significantly different and less than that of 3rd and 4th grades. The result of this study indicates that AMCS has an effect on learning the number, calculation and geometry-measurement content domain. In particular, it affects learning among number content domain at the 1st and 2nd grades. In addition, in terms of accuracy and speed, AMCS progresses parallel to the grade levels. It is thought that this result is important during and evaluating mathematics education for the content domains investigated in this study. It is thought that this study will contribute to the field of mathematics education when it is supported by the several studies.
  • No Thumbnail Available
    Item
    İlkokul öğrencilerinin analog çoklukları karşılaştırma becerilerinin; matematiğin sayı, geometri öğrenme alanları ve hesaplama performanslarıyla ilişkisi
    (Eğitim Bilimleri Enstitüsü, 2019) Yılmaz, Cansev; Olkun, Sinan; Aylar, Ebru; Eğitim Bilimleri Fakültesi
    Çalışmanın amacı ilkokul öğrencilerinin, sayı hissini meydana getiren yaklaşık sayı sisteminin gerektirdiği alt becerilerden biri olan, analog çoklukları karşılaştırma becerilerinin (AÇKB); matematiğin sayı, geometri öğrenme alanları, hesaplama becerisine yönelik oluşturulmuş başarı testlerinden aldıkları puanlarla ilişkisini araştırmaktır. İlişkisel tarama modeliyle desenlenen araştırmanın katılımcılarını; Ankara ili Etimesgut ilçesinde sosyo-ekonomik çeşitliliğe sahip bir devlet okulundan rastgele seçilmiş, 1., 2., 3., 4. sınıf öğrencileri oluşturmaktadır. Sınıf ortamında toplam 368 öğrenciyle uygulama yapılmıştır. Test puanları analiz edildiğinde AÇKB puanları; 1. ve 2. sınıf düzeyinde sayı testi puanlarıyla, hesaplama testinden alınan puanlarla ise sadece 2. sınıf düzeyinde ilişkili bulunmuştur. AÇKB puanlarının sayı, geometri-ölçme, hesaplama puanlarındaki değişimin ne kadarını açıkladığı araştırılmış; sayı testi puanlarını tüm sınıf düzeylerinde anlamlı düzeyde açıkladığı görülmüştür. AÇKB puanları; hesaplama testi puanlarını sadece 2. sınıf düzeyinde yordarken, 4. sınıf düzeyinde tüm test puanlarını yordadığı görülmüştür. Her sınıf düzeyi için oluşturulan alt ve üst başarı gruplarının AÇKB'leri arasında anlamlı düzeyde fark olup olmadığı incelenmiştir. Sayı alanı puanlarına göre 1. ve 2. sınıf alt grupları arasında anlamlı fark bulunmuştur. Sınıf düzeyleri arasında AÇKB puanları açısından anlamlı fark olup olmadığı araştırıldığında 1. sınıf ortalamasının, 3. ve 4. sınıflardan; anlamlı düzeyde farklı ve küçük olduğu bulunmuştur. AÇKB'nin; sayı, hesaplama ve geometri-ölçme alanlarındaki öğrenmeler üzerinde etkisinin olduğu, özellikle 1. ve 2. sınıflar düzeyinde ve sayı alanı öğrenmeleri arasında fark oluşturduğu, doğruluk ve hız nitelikleri bakımından sınıf düzeyi ile paralel olarak ilerlediği sonucuna ulaşılmıştır. Matematiğin söz konusu öğrenme alanlarına yönelik öğretiminin gerçekleştirilmesinde ve değerlendirilmesinde, ulaşılan sonuçların önemli olduğu; farklı çalışmalarla desteklendiğinde, çalışmanın matematik eğitimine katkı sağlayacağı düşünülmektedir. The aim of this study was to investigate the relationship between primary school students' analog magnitude comparison skills (AMCS) and their achievement scores obtained from number and geometry learning areas tests and calculation performance tests as well as to investigate the difference between grades. The research was carried out using a relational survey model. Participants were 1st, 2nd, 3rd, 4th graders who were in the first month of the academic year. They were conveniently selected from a public school in Etimesgut; a socioeconomically diverse district of Ankara province which is located in mid-Anatolia, in Turkey. The tests were applied to 368 students in the classroom settings. When the scores from the tests were analyzed, AMCS scores were found to have a significant relationship with number test scores at 1st and 2nd grades, and with calculation test scores only at 2nd grade. To what degree the AMCS scores explained the variance in number, geometry-measurement and calculation performance scores were investigated. The results indicate that the number scores are significantly explained by AMCS scores for all grade levels. AMCS scores predict calculation performance scores only for 2nd grade, while predicting all tests scores for 4th grade. Participants were divided into upper and lower achievement groups for each class level based on their math achievement scores and whether there is a significant difference between the AMCS scores of these groups was investigated. A significant difference was found between the 1st and 2nd grades. When the difference of AMCS scores between the grade levels was investigated, it was observed that the 1st and the 2nd grade averages are significantly different and less than that of 3rd and 4th grades. The result of this study indicates that AMCS has an effect on learning the number, calculation and geometry-measurement content domain. In particular, it affects learning among number content domain at the 1st and 2nd grades. In addition, in terms of accuracy and speed, AMCS progresses parallel to the grade levels. It is thought that this result is important during and evaluating mathematics education for the content domains investigated in this study. It is thought that this study will contribute to the field of mathematics education when it is supported by the several studies.
  • No Thumbnail Available
    Item