İlkokul Dördüncü Sınıf Öğrencilerinin Problem Çözme Sürecinde Oluşturduğu Görsel Temsillerin İncelenmesi

Ergan, Saniye Nur; Özsoy, Gökhan

doi:10.53444/deubefd.763452

Cited by 2 publications

(1 citation statement)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Number sense is defined as individuals' flexible use of numbers and strategies (Greeno, 1991;Reys et al, 1999;Kalchman, et al, 2001;Yang, 2019). Another skill that requires strategy skills in mathematics education is problem solving (Verschaffel & DeCorte, 1993;Yıldızlar, 2001;Gök & Sılay, 2008;Altun, 1995;Yazgan & Bintaş, 2005). In this context, the relationship between the factor structure obtained as a result of the construct validity studies and the problem solving scale developed by Ulu (2017) was examined.…”

Section: Criterion Validitymentioning

confidence: 99%

The Validity and Reliability Study of Elementary Fourth Grade Number Sense Scale

Ulu¹

2023

ijetsar

View full text Add to dashboard Cite

In this study, it was aimed to develop a valid and reliable number sense scale for elementary school students. Construct validity studies were conducted with 299 elementary school 4th grade students studying in 2 public schools in Eskişehir province selected by cluster sampling method. Criterion validity studies were conducted with 312 elementary school 4th grade students studying in 4 public schools in Eskişehir. As a result of the literature review and expert opinions, it was decided that the theoretical structure of the scale would consist of 6 factors and 31 items, namely the meaning and size of numbers, decomposing and combining numbers, determining reference points, the effect of operations on numbers, the flexible use of numbers, and the sensibility of numbers. Item analysis studies were first conducted on the draft scale and it was decided to remove 6 items with low discrimination from the test. Following the item analysis studies, construct validity studies were conducted. Within the scope of construct validity, it was aimed to test the theoretical structure created by the researchers. In this context, confirmatory factor analysis (CFA) technique was thought to be more appropriate for the purpose. As a result of CFA, it was determined that the theoretical structure of the scale produced a high fit with its 6factor 25-item structure. It was determined that the reliability coefficients of the whole scale and each factor were sufficient. Finally, within the scope of criterion validity, the relationship of the number sense scale with the problem solving achievement test developed by Ulu (2017) was examined. As a result, it was seen that all factors of the number sense scale had a moderately significant relationship with problem solving success, and this finding allowed us to see that the criterion validity of the number sense scale was sufficient.

show abstract

Section: Criterion Validitymentioning

confidence: 99%

The Validity and Reliability Study of Elementary Fourth Grade Number Sense Scale

Ulu¹

2023

ijetsar

View full text Add to dashboard Cite

show abstract

Visual Reasoning in Mathematics Education: A Conceptual Framework Proposal

Geçici

Türnüklü

2021

ADN

View full text Add to dashboard Cite

Reasoning is handled as a basic process skill in mathematics teaching. When the literature was examined, it was seen that many types of reasoning related to mathematics education were mentioned. In the present study, it was focused on visual reasoning, which is one of the types of reasoning and also used in different research areas. The purpose of the study was to propose a conceptual framework for what visual reasoning is and what its components are. The conceptual framework constructed consists of three components as visual representation using, visualization, and transition to mathematical thinking. In this framework, a clear distinction was made between the concepts of visual reasoning and visualization, which are thought to be intertwined with each other in the literature. At the same time, we tried to explain where visualization will take place in visual reasoning. Additionally, how visual reasoning will relate to mathematical thinking also distinguishes the framework from other frameworks.

show abstract

İlkokul Dördüncü Sınıf Öğrencilerinin Problem Çözme Sürecinde Oluşturduğu Görsel Temsillerin İncelenmesi

Cited by 2 publications

References 43 publications

The Validity and Reliability Study of Elementary Fourth Grade Number Sense Scale

The Validity and Reliability Study of Elementary Fourth Grade Number Sense Scale

Visual Reasoning in Mathematics Education: A Conceptual Framework Proposal

Contact Info

Product

Resources

About