Number Line Estimations, Place Value Understanding and Mathematics Achievement
Yıl: 2021 Cilt: 0 Sayı: 19 Sayfa Aralığı: 37 - 47 Metin Dili: İngilizce DOI: 10.30786/jef.729843 İndeks Tarihi: 30-04-2021
Number Line Estimations, Place Value Understanding and Mathematics Achievement
Öz: 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 alsostronger 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 MAT. Meanwhile, MNL (0-1000) (large numbers) contributed MAT more. PVT explained 70% of the variance in MAT. In all tests, PVT contributed more to MAT. Generally, boys did better in all MNL tests but only the result of MNL (0-1000) was significant favoring boys. We can conclude, based on these results that both approximate number acuity and place value understanding contribute to the general math achievement as well as each other. While the place value concept seems to be a representational tool that enhence the acuity of approximate numbers, the relative magnitudes of numbers support place value understanding conceptually.
Anahtar Kelime: Sayı Doğrusunda Tahmin, Basamak Değeri Anlayışı ve Matematik Başarısı
Öz: Bu çalışmada, sayı doğrusu tahmin becerisi, basamak değeri anlayışı ve matematik başarısıarasındaki ilişki araştırılmıştır. Veri toplama aracı olarak müfredata dayalı sayı görevlerini içerenmatematik başarı testi (MBT) ve basamak değeri testi (BD) ile zihinsel sayı doğrusu tahmin testi(ZST) kullanılmıştır. Çalışmaya toplam 355 dördüncü sınıf öğrencisi katılmıştır. Okullar, İç Anadolu'da yer alan bir ilde düşük-orta sosyoekonomik düzeye sahip bölgede bulunan okullardanseçilmiştir. Tüm test puanları (MBT, BD, ZST) arasında istatistiksel olarak anlamlı korelasyonbulunmuştur. En yüksek korelasyon BD ve MBT puanları arasındadır. BD kavrayışı, ZST (0- 1000) ile daha güçlü korelasyona sahiptir. MBT ve ZST testlerinin ortalama puanları arasındakikorelasyon beklendiği gibi ters orantılıdır. Matematik başarı puanları ile ZST (0-1000) arasındakikorelasyon yüksek olarak elde edilmiştir. Her üç ZST testi, MBT’deki varyansın %40'ınıaçıklamaktadır. BD'ye benzer şekilde, MNL (0-1000) tek başına MBT'deki varyansın %36'sınıoluşturmuştur. Öte yandan MNL (0-1000), MBT'deki başarıya daha fazla katkıda bulunmaktadır.BD’deki başarı, MBT'deki varyansın %70'ini açıklamaktadır. Tüm testlerde BD kavrayışı,MBT’deki başarıya daha fazla katkıda bulunmuştur. Genel anlamda çocuklar tüm ZST testlerindebaşarılı olmuşlardır ancak sadece ZST (0-1000)’deki tahmin keskinliğinde erkek öğrenciler dahabaşarılıdırlar. Bu sonuçlara dayanarak hem yaklaşık sayı keskinliği hem de basamak değerianlayışının, genel matematik başarısına ve birbirine katkıda bulunduğu sonucuna varılabilir. Basamak değeri kavramı, yaklaşık sayıların keskinliğini artıran temsili bir araç gibi görünse de,sayıların göreceli büyüklükleri basamak değeri anlayışını kavramsal olarak da desteklemektedir.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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| APA | SARI M, OLKUN S (2021). Number Line Estimations, Place Value Understanding and Mathematics Achievement. , 37 - 47. 10.30786/jef.729843 |
| Chicago | SARI Mehmet Hayri,OLKUN Sinan Number Line Estimations, Place Value Understanding and Mathematics Achievement. (2021): 37 - 47. 10.30786/jef.729843 |
| MLA | SARI Mehmet Hayri,OLKUN Sinan Number Line Estimations, Place Value Understanding and Mathematics Achievement. , 2021, ss.37 - 47. 10.30786/jef.729843 |
| AMA | SARI M,OLKUN S Number Line Estimations, Place Value Understanding and Mathematics Achievement. . 2021; 37 - 47. 10.30786/jef.729843 |
| Vancouver | SARI M,OLKUN S Number Line Estimations, Place Value Understanding and Mathematics Achievement. . 2021; 37 - 47. 10.30786/jef.729843 |
| IEEE | SARI M,OLKUN S "Number Line Estimations, Place Value Understanding and Mathematics Achievement." , ss.37 - 47, 2021. 10.30786/jef.729843 |
| ISNAD | SARI, Mehmet Hayri - OLKUN, Sinan. "Number Line Estimations, Place Value Understanding and Mathematics Achievement". (2021), 37-47. https://doi.org/10.30786/jef.729843 |
| APA | SARI M, OLKUN S (2021). Number Line Estimations, Place Value Understanding and Mathematics Achievement. Journal of Education and Future, 0(19), 37 - 47. 10.30786/jef.729843 |
| Chicago | SARI Mehmet Hayri,OLKUN Sinan Number Line Estimations, Place Value Understanding and Mathematics Achievement. Journal of Education and Future 0, no.19 (2021): 37 - 47. 10.30786/jef.729843 |
| MLA | SARI Mehmet Hayri,OLKUN Sinan Number Line Estimations, Place Value Understanding and Mathematics Achievement. Journal of Education and Future, vol.0, no.19, 2021, ss.37 - 47. 10.30786/jef.729843 |
| AMA | SARI M,OLKUN S Number Line Estimations, Place Value Understanding and Mathematics Achievement. Journal of Education and Future. 2021; 0(19): 37 - 47. 10.30786/jef.729843 |
| Vancouver | SARI M,OLKUN S Number Line Estimations, Place Value Understanding and Mathematics Achievement. Journal of Education and Future. 2021; 0(19): 37 - 47. 10.30786/jef.729843 |
| IEEE | SARI M,OLKUN S "Number Line Estimations, Place Value Understanding and Mathematics Achievement." Journal of Education and Future, 0, ss.37 - 47, 2021. 10.30786/jef.729843 |
| ISNAD | SARI, Mehmet Hayri - OLKUN, Sinan. "Number Line Estimations, Place Value Understanding and Mathematics Achievement". Journal of Education and Future 19 (2021), 37-47. https://doi.org/10.30786/jef.729843 |
