An investigation of 8th-grade Turkish students’ performance on number sense

Birgin, Osman; Peker, Elif Seval

doi:10.1080/03055698.2022.2049593

Cited by 3 publications

(3 citation statements)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…When the students' duration of stay as an immigrant is not considered, the gender variable appears to be moderately influential and statistically significant in favour of males in the whole WTTT-NS and number sense components. Within the relevant literature, there are many studies (Akkaya, 2016;Aunio et al, 2004Aunio et al, , 2006Birgin & Peker, 2022;Boonen et al, 2011; reporting that the gender variable does not show a significant difference in relation to number sense. Contrary to this context, there are also other studies (Jordan et al, 2006;Sahin, 2019;Singh, 2009) showing that male students scored higher than female students, indicating similarity to the results of the present study.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

Teke,

Akkaya

2024

PEDAGOGICAL RES

View full text Add to dashboard Cite

Considering the negative situations faced by the migrating societies, it is known that the language and culture factors exert a stronger influence on the mathematics course than the other undesirable conditions. From this perspective, it is known that the mathematical performance of individuals is likely to increase by placing the concept of number sense in the center. Therefore, the present study aimed to examine the number sense skills of Syrian immigrant students with reference to gender and duration of stay as an immigrant as well as to determine their conceptual awareness of number sense-related components. The descriptive correlational design was used in this study in which 152 immigrant students participated. Web-based two-tier test was used in the data collection process, and descriptive statistical values and t-test for independent samples in the analysis of the data. As a result, it was found that male students compared to female students, as well as those who had been immigrants in Turkey for a long time compared to those for a shorter time showed higher number sense performances, though most of the students were at a low number sense level. In addition, the differences appeared significantly in relation to the variables of gender and duration of stay as an immigrant. A surprising result is that most students preferred number sense-based solutions as the basis for their answers. It can thus be concluded that the number sense performances of Syrian immigrant students are lower than expected and that future studies are needed not only to focus on teachers but also on teaching methods and materials in order to take immigrant problems under control and to come up with solutions with a view to overcome such challenges.

show abstract

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

Teke,

Akkaya

2024

PEDAGOGICAL RES

View full text Add to dashboard Cite

show abstract

“…Matematik eğitimcileri ve öğretmenlere göre okul matematiğinin en önemli alanlarının başında cebir gelmektedir. Özellikle bireylerin çevrelerindeki olayları anlamlandırabilmeleri ve hayatlarında başarılı olabilmelerinde önemli olan akıl yürütme ve muhakeme etme gibi becerilerin gelişiminde cebirin önemli bir rolü vardır (Birgin & Demı̇rören, 2020). Cebir konularının öğrencilerin soyut düşünme, ilişkilendirme, muhakeme etme gibi becerileri üzerinde ciddi etkileri olmaktadır.…”

Section: Geni̇şleti̇lmi̇ş öZunclassified

“…It is widely acknowledged by mathematics educators and teachers that the algebra learning area is one of the most essential components of school mathematics. Algebra nurtures skills such as reasoning, which are particularly vital for individuals to comprehend the events occurring around them and achieve success in their lives (Birgin & Demı̇rören, 2020). Moreover, algebra significantly contributes to perceiving the symbolic structure of mathematics and fostering the use of mathematical language.…”

Section: Introductionmentioning

confidence: 99%

Matematik Öğretmen Adaylarının Cebirin Temel Kavramlarına Yönelik Bilgi Düzeyleri

Biber

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

This study aimed to determine the knowledge levels of secondary school mathematics pre-service teachers about the basic concepts of learning algebra and to examine them according to various variables. The research was carried out with 151 pre-service teachers who attended a state university's Primary Education Mathematics Teaching program and were determined according to the convenience sampling method. The case study technique was used in the research. The data of the study were collected with nine open-ended questions prepared by the researcher. Both qualitative and quantitative analysis techniques were used in data analysis. The results show that the secondary school mathematics pre-service teachers have insufficient knowledge of the basic concepts of algebra and the relationships between the concepts. It is understood that pre-service teachers' algebra knowledge developed towards the upper classes with the effect of the courses they took in their undergraduate education but did not reach the high level. In addition, although the pre-service teachers' algebra knowledge levels did not differ according to gender, it was concluded that the mean algebra scores of girls were higher than boys.

show abstract

Development and validation of a two‐tier number sense test for sixth‐grade students in fractions and decimals

Birgin,

Peker

2024

Psychology in the Schools

View full text Add to dashboard Cite

The aim of this study was to develop an instrument for assessing sixth‐grade students’ number sense skills in fractions and decimals. This study was conducted on 452 sixth graders (10–11 years old) from the western region of Turkey. The construct validity of the number sense test (NST) was examined via exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). First, the draft NST, which consists of 36 two‐tier items, was administered to 208 students for the EFA. Repeated EFA results indicated that the NST consisted of five number sense components with 25 items (understanding the meaning and magnitude of numbers, recognizing the effects of operations on numbers, using multiple representations of numbers, using reference points in numbers, and judging the reasonableness of a computational result). The NST, with factor loadings ranging from 0.60 to 0.87, accounted for 72.39% of the total variance. The composite reliability and Cronbach's alpha coefficients ranged from 0.88 to 0.92. The CFA was administered to an additional 244 students in the school. The results of the first‐ and second‐order CFA revealed that the model fit of the NST was good (Chi‐square/df = 2.04; RMSEA = 0.066; NNFI = 0.97; IFI = 0.98; CFI= 0.97; and S‐RMR = 0.065). The results of the present study indicate that the NST is a valid and reliable instrument for assessing sixth‐grade students' number sense skills in fractions and decimals.

show abstract

An investigation of 8th-grade Turkish students’ performance on number sense

Cited by 3 publications

References 58 publications

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

An analysis of number sense skills of Syrian immigrant students by gender and duration of stay

Matematik Öğretmen Adaylarının Cebirin Temel Kavramlarına Yönelik Bilgi Düzeyleri

Development and validation of a two‐tier number sense test for sixth‐grade students in fractions and decimals

Contact Info

Product

Resources

About