İlkokul Dördüncü Sınıf Öğrencilerinin Sayı Duyularının Bağlam Temelli Ve Bağlam Temelli Olmayan Problem Durumlarında İncelenmesi
Abstract
The aim of this study is to analyze the use of number sense and strategies of fourth grade primary school students as they solve contextbased and noncontextbased problems. Survey design was employed. The quantitative data was collected by means of an instrument developed by the author. It includes two scales assessing students’ number sense in contextbased and noncontextbased problems. With the analysis of data obtained, participants’ number sense, the use of number sense components and the differential use of number sense in contextbased and noncontextbased problems were examined. In the qualitative part of the study, participants who used rulebased strategies in contextbased problems were asked to use a different way. During this process their use of number sensebased strategies was observed. For the quantitative part of the study, the participants were selected using a convenience sampling technique. The participants of the study were 496 fourthgrade students attending eight elementary schools in Burdur. The qualitative data of the study were collected through semistructured interviews and the participants were chosen by maximum variation sampling technique.
The findings of the study indicated that the fourthgrade students participated in the study had considerably lower levels of number sense. The majority of the participants were found to prefer rulebased strategies and they used less the components of number sense. It was hypothesized that students would mostly employ number sensebased strategies for contextbased problems. However, participants used nonconventinal strategies only for two contextbased problems in the scale. For other contextbased problems, they used the routine algorithms. When the participants who used a rulebased strategy in contextbased problems were asked to use different ways, their use of number sense components varied based on the nature of task, the numbers used in the task and the context. Besides, it was seen that some of those students who employed both number sensebased and rulebased strategies reached incorrect solutions. When problem solving ways of the participants were analyzed, it was found that the conceptual knowledge of the participants was not adequately developed, that they could not manage to make sense of some mathematical concepts and also they had some mathematical misconceptions.
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