Sinan Olkun

Bu calismanin amaci, ilkokul ogrencilerinin matematik dersi sayilarogrenme alanindaki basari duzeylerini belirlemeye yonelik gecerli veguvenilirbasari testleri gelistirilmesidir. Bu amacla, oncelikle 1-4. sinifmatematik dersi ogretim programinda bulunan kazanimlar incelenerekolculecek kritik kazanimlar belirlenmis, daha sonra kritik kazanimlar icinsorular yazilarak hazirlanan deneme formlari on uygulama ve uzmangorusleri ile duzenlenmis ve her sinif duzeyindeki testin yaklasik 300 ogrenciile pilot uygulamasi yapilmistir. Arastirmaya, Istanbul ilinde farklisosyoekonomik duzeylerdeki 3 ilcede bulunan 6 ilkogretim okulundan toplam1351 ogrenci katilmistir. Testlerin pilot uygulamalarindan elde edilen verileruzerinden gecerlik, guvenirlik ve madde analizleri yapilmistir. Testlerinkapsam gecerliklerinin saglanmasinda hem kritik kazanimlarin belirlenmesi,hem de sorularin yazilmasi asamalarinda uzman goruslerine basvurulmus;ayrica belirtke tablolari hazirlanmistir. Yapi gecerligi analizinde...

Bu calismanin amaci; temel sayi isleme becerilerini gelistirmeye donuk ogretimin, hafif duzeyde zihinsel yetersizligi olan ortaokul kaynastirma ogrencilerinin matematik basarilarina etkisi olup olmadigini ortaya koymaktir. Calismada, nitel arastirma yontemlerinden betimsel analiz yaklasimi ve nicel arastirma yontemlerinden tek denekli yari deneysel arastirma turunun AB deseni kullanilmistir. Calisma, 2014-2015 ogretim yilinda Eskisehir ilinde bir devlet okulunda 6. sinifta ogrenim goren hafif duzeyde zihinsel yetersizligi olan iki kaynastirma ogrencisi ve kaynastirmaya aday olabilecek bir ogrenci ile yurutulmustur. Veri toplama araclari olarak Raven Standart Progresif Matrisler Testi (RSPM), Matematik Basari Testleri (MBT), Hesaplama Performansi Testi (HPT) ve Temel Sayi Isleme Testi (TSIT) kullanilmistir. RSPM testi sonuclarina gore ogrencilerin okumakta olduklari sinif duzeyinin cok altinda oldugu gorulmustur. MBT, HPT testleri ile ogrencilerin matematik basarilari ve hesaplama becerilerinin ne duzeyde oldugu anlasilmistir. Ardindan, ogrencilerin temel sayi yeterliklerinde eksiklik olup olmadigi ya da hangi sayi isleme becerilerinde yetersiz olduklarini ortaya cikarmak amaciyla TSIT uygulanmistir.  Ogrencilerin TSIT’in her bir alt testinden aldiklari puanlar orneklem ortalamasi ile karsilastirilmis ve eksik olduklari alanlar belirlenmistir. Belirlenen bu eksikliklere yonelik ogretim planlanmis ve uygulanmistir. Ogretim uygulamasinin ardindan, TSIT, MBT ve HPT tekrar uygulanmis ve yapilan ogretimin etkisi incelenmistir. Elde edilen bulgular grafik uzerinde gosterilmistir. Bulgulara gore, kaynastirma ogrencilerinin temel sayi isleme becerilerinin uygun bir ogretimle gelistirilebildigi ve bu becerilerdeki gelismenin ogrencilerin hesaplama performansini ve matematik basarisini arttirdigi sonucuna ulasilmistir. AbstractThe purpose of this study was to investigate whether a training to improve basic number processing abilities has any effect on mathematics achievement of mainstreamed middle school students with mild mental disabilities. In the study, quantitative and qualitative research methods were used and AB design of single-subject quasi-experimental research design was employed. The study was carried out in the academic year 2014-2015 at a public school in Eskisehir province. Participants were three sixth graders; two of them were mild mental disability mainstreaming students and one of them was a candidate for inclusion. Data collection tools were Raven Standard Progressive Matrices Test (RSPM) and Basic Number Processing Tests (BNPT), Mathematics Achievement Tests (MAT) and Computational Performance Test (CPT). According to the results of RSPM tests, it was observed that the students’ levels were much lower than the level of their classmates. According to the results of MAT and CPT tests, mathematical achievement and computational skill levels of students were determined. Then, BNPT was applied in order to discover whether there is a lack of basic number competencies or if they are insufficient in number processing abilities. Students received their scores in each sub test and the scores were compared with the average. So, students’ needs were identified. Then,  a training program was implemented related to this lack of abilities. After this training, BNPT, CPT and MAT were administered again and the effect of this training was analyzed. The findings were presented in graphics. According to the findings of the study, it could be said that mainstreaming students’ basic number processing abilities can be developed; thanks to an appropriate teaching. The development of these skills in students provided a positive contribution to their computing performance and math achievement.

Bu calismanin amaci 2. sinif ilkogretim matematik ogretmeni adaylarinin GeoGebra dinamik matematik yazilimi yardimiyla geometriye yonelik ispat yapma becerilerinin incelenmesi ve kullanmis olduklari ispat bicimlerinin belirlenmesidir. Yapilan calisma nitel bir arastirma modeli olan durum calismasidir. Arastirmanin katilimcilarini 2010-2011 egitim ogretim yilinda Orta Anadolu’da bir universitenin egitim fakultesi ilkogretim matematik ogretmenliginde okuyan farkli duzeylerde bulunan 2. sinif 6 matematik ogretmen adayi olusturmaktadir. Katilimcilar arastirmaci tarafindan amacsal ornekleme yontemlerinden olcut ornekleme yontemi ile belirlenmistir. Uygulama surecinde ogretmen adaylarinin geometrik ispat bicimlerini belirlemek icin yari yapilandirilmis gorusme yapilmistir. Klinik mulakat surecinde ogretmen adaylari verilen ispat problemlerini GeoGebra yazilimini kullanarak cozmuslerdir. Ogretmen adaylarinin yapmis oldugu cozumler Wink programi ve ses kayit cihazi ile kaydedilmistir. Daha sonra ses kayitlari yazili dokuman haline getirilip Wink programi ile elde edilen ekranlarla karsilastirilmistir. Arastirmanin sonucunda ogretmen adaylari verilen bir ispat probleminde GeoGebra yazilimini amaclari dogrultusunda kullanabilmisler ve cozum surecinde dogru sonuca ulasmak icin yazilimda yer alan bircok aractan yararlanmislardir. Boylece ogretmen adaylarinin farkli cozum yollari arama, geometrik ozelikleri kesfetme, genelleme ve akil yurutme becerilerinin desteklendigi gorulmustur. Ayrica GeoGebra yazilimi bircok ozelligi ve araclari sayesinde ogretmen adaylarinin varsayim yapmalarina yardimci olmus ve onlari ispat yapmaya tesvik etmistir. Ogretmen adaylarinin yapmis oldugu 18 ispatin 9 tanesi deneysel gerekcelendirmeler, 9 tanesi de tumdengelimli gerekcelendirmeler ile yapilmistir. Sonuc olarak yapilan ispatlarin yarisinda deneysel gerekcelendirmelerden tumdengelimli gerekcelendirme bicimlerine gecisin gerceklestigi gorulmustur. Ogretmen adaylarinin ispat surecinde orneklerden yararlanmalari onlarin yeterli mantiksal cikarimlara sahip olmadiklari anlamina gelebilir. Ogretmen adaylarinin dogru varsayimi ortaya attiklari halde ispati sonuclandiramamalarinin sebebi, ispat icin yeterli gerekce sunamamalarindan kaynaklanmistir. Ayrica daha onceden ogrenilmis yanlis bilgiler de ogretmen adaylarinin ispati sonuclandiramamalarina neden olmustur.AbstractThe purposes of this study were to determin the proof skills of 2nd year preservice mathematics teachers by means of GeoGebra dynamic mathematics software and to determine the types of proof they used. The study was a case study which was one of the qualitative research models. The participants of the study were composed of 6 preservice mathematics teachers studying at a university in central Anatolia. The participants were determined by means of criterion sampling method which was one of the purposive sampling methods. During the implementation process, a semistructured clinical interview was applied to the preservice teachers in order to determine their geometric proof types. In the clinical interview period, the preservice teachers solved the proving problems using GeoGebra software. The solutions of the teachers were recorded using Wink software and a voice recorder. Then the voice recordings were transcribed and compared with the screens obtained by the Wink software. At the end of the study, the pre-service teachers were able to use GeoGebra software in accordance with their objectives and they benefited many tools in the software in order to reach the correct solution in solving process. Thus, it was found that preservice teachers’ skills of searching for different solutions, discovering geometrical features, generalization and reasoning were supported. Moreover, GeoGebra software helped preservice teachers to hypothesize with its many features and tools and encouraged them to prove. Nine of the 18 proofs that preservice teachers produced were experimental justification and 9 of them were deductive justification. As a result, it was observed that a transfer from experimental realizations to deductive justification styles in half of the proofs was accomplished. It was concluded that preservice teachers did not have enough reasonable deductions since they benefited from the samples during the proving process. The preservice teachers posed the correct hypothesis; however, they could not complete the proving as they could not present enough reasons for the proof. Moreover, the misinformation the preservice teachers learned previously caused them not to be able to complete the proofs.

Glenn Smith University of South Florida USA glenns@usf.edu. ... The spatial relation in “Two zebras move away from a shrub and a lion trots towards them” is more likely to be recalled than in “Two zebras move away from a shrub and an antelope trots towards them” (Jahn, 2004, p ...

ABSTRACT The purpose of this article vvas to discuss the use of information and commu-nication technologies in schools and its possible associations with mathemat-ics and problem solving scores based on the data obtained from the Pro-gramme for International Student ...

The purpose of this study is to investigate how the 6th, 7th and 8th graders justify their solutions for mathematics prob-lems. With this purpose, tzvelve students, 4from each grade, were selected and cliental interviews voere conducted with each student. The analysis of ...

... Araşt›rma Bolu ili Merkez il-çesinde sosyo-ekonomik düzeyi orta seviyede olan bir il-köğretim okulunda uygulanm›şt›r. Toplanan veriler betim-sel analiz metodu kullan›larak analiz edilmiştir. ... Beşinci s›n›f öğrencisi olan Mustafa, yap›lan görüşmede şunlar› söylemiştir: ...

The purpose of this paper is to propose an effective learning environment for the initial stages of mathematical learning. Basic numerical skills and the objects and actions that trigger those skills are conceptualized as a mathematics-learning environment. We discuss numerical learning mechanism and the basic skills and environments we use to learn numbers briefly within the human cognition system. The three subsystems of number, i.e., exact number system, approximate number system and access to symbol system, are explained with reference to basic number competencies. They are discussed within the framework of "number sense” by drawing evidences from the neuroscience and mathematics education literature. Finally, how to manipulate the components of these subsystems for an effective learning of number is exemplified in a proposed model of mathematical learning environment.

The study focuses on the effect of the lexical-syntactic structure on the patterns of errors by Arab first graders in tasks involving reading two-digit number and writing two-digit numbers to dictation. Children made few change or omission errors, indicating that they had little problem with the lexical aspects of the counting system. However, they made frequent substitution errors (e.g., 23 for 32), especially in the number reading task, and especially for numbers that depended strongly on the numerical syntactic structure. Such errors were less common for decade numbers and for the 11–19 number range than for other two-digit numbers. The results suggest particular difficulty with the syntactic rather than lexical aspects of the counting system. The syntactic aspects may be particularly difficult for Arabic-speaking children, due to the inversion feature of the Arabic counting system.

ABSTRACTDevelopmental dyscalculia (DD) is a neurodevelopmental disorder specific to arithmetic learning even with normal intelligence and age-appropriate education. Difficulties often persist from childhood through adulthood. Underlying neurobiological mechanisms of DD, however, are poorly understood. This study aimed to identify possible structural connectivity alterations in DD. We evaluated 10 children with pure DD (11.3 ± 0.7 years) and 16 typically developing (TD) peers (11.2 ± 0.6 years) using diffusion tensor imaging. We first assessed white matter microstructure with tract-based spatial statistics. Then we used probabilistic tractography to evaluate tract lengths and probabilistic connectivity maps in specific regions. At whole brain level, we found no significant microstructural differences in white matter between children with DD and TD peers. Also, seed-based connectivity probabilities did not differ between groups. However, we did find significant differences in regions-...

This study aimed at finding out performance and measurement estimation strategies of primary school fifth grade students in real life situations. In addition, the study has also investigated the relationship between students’ success and the strategy they used. Data were collected from 40 participants. Task-based interviews were conducted with 15 students representing different achievement levels in mathematics. The results of the study indicated that primary school fifth grade students had a tendency to primarily use rough guess strategy in order to determine the linear properties of real life objects. Comparison and prior knowledge+ comparison strategies were used secondly by the participants. The strategies used by participants varied according to the students’ achievement levels. Although high and typical achievers used comparison, unit iteration, prior knowledge, chunking and using a combination of these, low achievers used rough guess strategy more often. Implications for math...

This research investigated the possible impacts of computers on Turkish fourth-grade students’ geometry scores and further geometric learning. The study used a pretest–intervention–posttest experimental design. Results showed that students who did not have computers at home initially had lower geometry scores. However, these differences were minimised with an appropriate intervention containing computer-based Tangram puzzles. This suggests that at schools, it seems more effective to integrate mathematical content and technology in a manner that enables students to do playful mathematical discoveries. Introduction Social disadvantage may be an educational handicap, which may lead to further social disadvantages. Students living in poor socio-economic areas usually have limited access to some educational resources such as computers (Olkun & Altun, 2003; Webster & Fisher, 2000). The visual nature of computers can help students develop skills useful in learning subjects with visual cont...

*Yrd. Doc. Dr., Abant ‹zzet Baysal Universitesi Eitim Fakultesi ‹lko¤retim Matematik O¤retmenlii Ana Bilim Dal› O¤retim Uyesi Ozet Kucuk kuplerden yap›lm›fl dikdortgenler prizmalar› icerisindeki birim kup say›lar›n›n bulunmas›n›n, hacmin olcumunun anlafl›lmas› ve hacim formulunun belirlenmesindeki biliflsel cerceveyi salad›¤› kabul edilmektedir. Bu makalede, once o¤rencilerin bu konuda yaflad›klar› gucluklerden ve bu gucluklerin neden- lerinden bahsedilmektedir. Daha sonra, o¤rencilerin yaflad›klar› gucluklerden yola c›k›larak haz›rlanm›fl olan ve hacim formulune gorsel-sezgisel dayanaklar salayan etkinlikler sunulmaktad›r. Abstract Finding the number of cubes in rectangular solids made of small cubes provides the cognitive framework for understanding the measurement of volume and the formulas for determining the volume. In this article, first, students' difficulties and their reasons are discussed. Then, activities that provide visual and intuitive support for the volume formula are given based on these findings.

Improving childrens’ problem solving skills is an important aim of mathematics education. Since textbooks are widely used in classrooms as a source of mathematical learning it is necessary to look for their adequateness in developing such skills. With this purpose in mind first, elementary school mathematics textbooks were examined with respect to the different meanings of addition and subtraction. Second, 3rd and 4th graders were surveyed to determine their successes on these types of addition and subtraction word problems. Last, statistical procedures were run to investigate any relationship between the two. Results showed that textbooks did not adequately represent all types of addition and subtraction problems. Similarly, students were usually less successful on the problem types underrepresented in textbooks. Implications for mathematics education at the elementary level were discussed.

ABSTRACT: The purpose of this study was to investigate how the 2, 3, 4, 5 and 6th graders would perceive the equality symbol and the concept of equality. Ten students (2 from each class) selected from Anadolu elementary schol located in a middle socio economic status of the Bolu ...

The aim of this study was to examine the number knowledge, the development of counting principles and the use of counting as a strategy in different problem situations in first grade primary school students. Participants were 129 first graders from different schools. Data were collected through a measurement tool prepared by researchers and consisted of 12 questions used previously in similar research. The results showed that questions which require generating sets of objects and using the predecessor-successor function of numbers are more difficult for students than "how many" type questions. Furthermore, it was found that the cardinality principle was less developed compared to other skills. It was concluded that knowledge and skills related to counting were improved with age. Implications for the education of newly schooled children were discussed

The purpose of this study was to investigate the effects of geometry instruction emphasizing relational understanding on preservice elementary teachers’ geometric thinking levels. Four groups of Basic Mathematics II were selected as the sample. One of the groups received traditional instruction and the other three groups received geometry instruction which emphasized relational understanding. A pre-post test experimental group design was used. After 5 weeks instruction, it was found that there was a significant difference between the geometric thinking levels of the experimental and control groups in favor of the experimental group. In addition, there was a significant difference between the pre and post test geometric thinking levels of the experimental groups.

Oz Bu calismanin amaci, 5-7 yas araligindaki cocuklarda sayi kavraminin gelisimini incelemektir. Sayisal gelisim olarak sayma ilkelerinin gelisimi ve farkli problem durumlarinda saymanin bir strateji olarak kullanim durumlari ele alinmistir. Arastirmaya Ic Anadolu Bolgesi'nde buyuk bir ilin 5 farkli bolgesindeki ilkogretim okullarinin anasinifi ve birinci siniflarindan toplam 74 cocuk katilmistir. Verilerin toplanmasinda sayma, karsilastirma, nesne grubu olusturma gibi becerileri olcmeye yonelik 14 sorudan olusan olcme araci kullanilmistir. Bulgular bu yas araligindaki cocuklar icin "belli sayida nesne iceren bir grup olusturma" sorularinin "kac tane" turundeki sorulara gore kardinal deger ilkesinin kazanimini daha secici bir sekilde olctugunu gostermektedir. Cunku bu tur sorularin yanitlanabilmesi, diger sayma ilkelerinin de kazanilmis olmasini gerektirmektedir. Arastirmada incelenen tum becerilerde yas ile birlikte gelisim gozlenmistir. Ayrica, sayma ilkele...

The purpose of this research was to determine how students use the unit square and area formula in different situations. Data were collected through one-on-one interviews with a total of 248 students from 4th, 6th, 8th, and 9th grades of 11 schools in 4 different cities in Turkey. The data collection tool consisted of problems related to unit square and area measurement. Based on their answers and strategies, it is sought to determine if the students accept the unit square as a unit of area measurement. Qualitative and quantitative analysis of the data revealed that students from 4th through 9th grade do not accept the unit square as a unit of area measurement. Findings are discussed in light of different teaching approaches to area concept. Implications for teaching the area concept and its measurement in elementary grades are discussed.

The purpose of this study is to examine symbolic number comparison tasks in terms of stroop and distance effect. Participants in the study consisted of 313 third grade students, 157 girls and 156 boys, randomly selected from 17 different primary schools from two cities located in different regions of Turkey. The symbolic number comparison test used as data collection tool in the study contains 36 items. The test was designed according to stroop and distance effec and administered on a tablet computer. Data were analysed in terms of 1, 2, 3 distance and congruent, incongruent and neutral cases between the pairs of numbers. The results show that correlation between accuracy of incongruent items and the total correct number response is highest (.929) and there aremeaningful differences between all variables in term of accuracy and response time. The Stroop and distance effects were also confirmed by the results. © The Turkish Online Journal of Educational Technology

Dyscalculia is a learning disability affecting the acquisition of arithmetical skills in children with normal intelligence and age-appropriate education. Two hypotheses attempt to explain the main cause of dyscalculia. The first hypothesis suggests that a problem with the core mechanisms of perceiving (non-symbolic) quantities is the cause of dyscalculia (core deficit hypothesis), while the alternative hypothesis suggests that dyscalculics have problems only with the processing of numerical symbols (access deficit hypothesis). In the present study, the symbolic and non-symbolic numerosity processing of typically developing children and children with dyscalculia were examined with functional magnetic resonance imaging (fMRI). Control (n = 15, mean age: 11.26) and dyscalculia (n = 12, mean age: 11.25) groups were determined using a wide-scale screening process. Participants performed a quantity comparison paradigm in the fMRI with two number conditions (dot and symbol comparison) and ...

Aim: This study reports the psychometric properties of a basic number processing test (BNPT), which was developed in order to determine elementary school students at risk for mathematical learning disorder. Methods:   A total of 478 primary school students were gathered from 12 different public schools with an attempt to get a representative sample. The reliability and validity of the dyscalculia screening tool were assessed with approximately 120 students from each of the 1 st through 4 th grade. Results: Results showed that, except for the first grade, the test scores predict the significant portion of the students’ curriculum based math achievement scores for 2nd, 3rd and the 4th graders with having the highest variance in the second grade. Conclusions: These findings indicate that BNPT could be used as a screening tool in order to determine the students at risk for mathematics learning disorders in those grades. It could also be deduced that at least very important portions of t...

Current study investigated the relationships among mathematics achievement, place value understanding and number line estimations. We used a curriculum-based math achievement test (MAT, Mathematics Achievement Test), a place value test (PVT), and a mental number line estimation test (MNL) as the data collection tools. A total of 355 fourth graders participated in the study. They were recruited from schools located in middle-low socioeconomic areas of central Anatolia. Correlations were statistically significant among all these tests scores (MAT, PVT, MNL). The highest correlation was obtained between PVT and MAT scores. PVT have also stronger correlations with MNL (0-1000). The average scores of MAT and MNL tests were correlated inversely as expected. The correlations between mathematics achievement scores and MNL (0-1000) was highest. The three MNL tests alltogether have explained 40% of the variance in MAT. Similar to PVT, MNL (0-1000) alone accounted for 36% of the variance in MA...

Tezde, asil formu Felemenkce olan hesaplama guclugu testinin, Turkce uyarlamasi ve gecerlik guvenirlik calismasi yapilmistir. Uyarlanan testin asil formu uc duzeyde hazirlanmis ve her bir duzey hazirlandigi sinifin bir ust kademesindeki sinifa uygulanmistir. Boylece testin olctugu ozellikler bakimindan yasitlarinin gerisinden gelen ogrencilerin tespiti yapilmistir. Matematigin bilissel alt becerileri (MBAB) testi olarak isimlendirilen testlerin birinci duzeyi ilkokul uc, ikinci duzeyi ilkokul bes ve ucuncu duzeyi altinci sinif ogrencilerine uygulanarak hesaplama guclugu olan ogrenciler belirlenmistir. Uyarlanan testlerin her biri hazirlandigi sinif ve bir ust kademedeki sinif duzeyine uygulanmistir. Bunun yapilmasindaki amac hesaplama guclugu olan ogrencileri tespit ederken, siniflar arasinda testte yer alan bolumlerle ya datestin tamamiyla ilgili anlamli bir farkin olup olmadigini belirleyebilmektir. Calisma; MBAB1. duzey testinin uygulandigi 162 tane ikinci sinif ogrencisi, 172 ta...