SavedAdd your journal

Journals / Pegem Eğitim ve Öğretim Dergisi / 2018 / Cilt: 8 - Sayı: 1

Erken Matematik Becerileri, Okuduğunu Anlama ve Matematiksel Problem Çözme İle İlgili Boylamsal Bir Çalışma

A Longitudinal Study of Early Math Skills, Reading Comprehension and Mathematical Problem Solving

ZEYNEP ÇİĞDEM ÖZCAN
HANDAN DOĞAN
Pages
1–18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

However, this effect is smaller than the effect of early math skills

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Mathematical problem solving is regarded as the one of the important cognitive activities.
📊
Key Findings & Data:Specifically, the aim of this study is to determine which of these variables are most powerful in predicting mathematical problem solving performance.
💡
Conclusion & Impact:However, this effect is smaller than the effect of early math skills
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Mathematical problem solving is regarded as the one of the important cognitive activities. Children are introduced with mathematical word problems that require reading and understanding in the first grade. Students have trouble with word problems in every level of education. For this reason, it is important to find the reasons for this issue in the first year of primary school. The purpose of this study is to find the relationship between mathematical problem solving with early math skills and reading comprehension. Specifically, the aim of this study is to determine which of these variables are most powerful in predicting mathematical problem solving performance. The panel research method as a type of longitudinal study was used in this study. The sample of this study consists of 185 first grades (66–84 month) students from a public elementary school in Istanbul. The measurement instruments are Bracken Basic Concept Scale: Expressive, reading comprehension questions and mathematics problem-solving questions. The final model implies that early math skills have direct effects on reading comprehension (β=.34) and mathematical problem solving (β=.45). Reading comprehension has a direct effect on mathematical problem solving (β=.27). However, this effect is smaller than the effect of early math skills

Özet

Matematiğin odak noktası olarak kabul edilen problem çözme genellikle en önemli bilişsel etkinliklerden biri olarak kabul edilir. Öğrenciler okuduğunu anlama becerisi içeren matematiksel problemlerle birinci sınıfta tanışırlar. Öğrenciler, eğitimin her seviyesinde matematik problemleri çözmede güçlük yaşayabilmektedirler. Bu nedenle ilköğretim birinci sınıfında yaşanan güçlüklerin sebeplerini saptamak önemlidir. Bu çalışmanın amacı matematiksel problem çözme ile erken matematik becerileri ve okuduğunu anlama becerisi arasındaki ilişkileri incelemektir. Özellikle bu araştırmanın amacı bu değişkenlerden hangisinin matematiksel problem çözme performansını yordamada daha önemli olduğunu belirlemektir. Bu çalışmada boylamsal panel araştırma modeli kullanılmıştır. Araştırmanın çalışma grubunu İstanbul'da resmi bir ilkokulda okuyan 185 birinci sınıf (66-84 ay) öğrencisi oluşturmaktadır. Ölçüm araçları olarak Bracken Temel Kavram Ölçeği-İfade Edici Formu, okuduğunu anlama soruları ve matematiksel problem çözme soruları kullanılmıştır. Araştırmanın sonuçları erken matematik becerilerinin, okuduğunu anlama (?=.34) ve matematiksel problem çözme (?=.45) üzerinde doğrudan etkisi olduğuna işaret etmektedir. Okuduğunu anlamanın da matematiksel problem çözme üzerinde etkisi vardır (?=.27). Fakat bu etkinin, matematikle ilgili temel kavramların etkisinden daha düşük olduğu saptanmıştır

🔖

Cite This Article

ÖZCAN, Z. Ç., DOĞAN, H. (2018). Erken Matematik Becerileri, Okuduğunu Anlama ve Matematiksel Problem Çözme İle İlgili Boylamsal Bir Çalışma. Pegem Eğitim ve Öğretim Dergisi, Cilt: 8 - Sayı: 1, 1–18. https://ajindex.com/articles/285156

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Arbuckle, J. L. (2009). Amos 18. Crawfordville, FL: AMOS Development Corporation. Asık, G. (2009). A model study to examine the relationship between metacognitive and motivational regulation and metacognitive experience during problem solving in mathematics. Unpublished master’s thesis, Bogaziçi University, İstanbul.
  2. Aubrey, C. Godfrey, R., & Dahl, S. (2006). Early mathematics development and later achievement: Further evidence. Mathematics Education Research Journal, 18(1), 27-46.
  3. Aunio, P. & Niemivirta, M. (2010). Predicting children's mathematical performance in grade one by early numeracy. Learning and Individual Differences, 20, 427–435.
  4. Bracken, B. A. (1984). Bracken basic concept scale. Chicago: The Psychological Corporation. Bracken, B. A. (1998). Bracken basic concept scale-revised, examiner’s manual. Texas: Harcourt Brace and Company. Claessens, A. & Engel, M. (2013). How important is where you start? Early mathematics knowledge and later school success. Teachers College Record, 115(6), 1-29.
  5. Duncan, G.J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446.
  6. Fuentes, P. (1998). Reading comprehension in mathematics. The Clearing House, 72(2), 81-88.
  7. Grissmer, D., Grimm, K. J., Aiyer, S. M., Murrah, W. M., & Steele, J. S. (2010). Fine motor skills and early comprehension of the world: Two new school readiness indicators. Developmental Psychology, 46, 1008-1017.
  8. Hite, S. (2009). Improving problem solving by improving reading skills. Math in the Middle Institute Partnership Summative Projects for MA Degree. University of Nebraska-Lincoln. Retrieved March, 30, 2017, from http://digitalcommons.unl.edu/mathmidsummative/9.
  9. Jordon, N. C., Kaplan, D., & Hanich, L. B. (2002). Achievement growth in children with learning difficulties in mathematics: Findings of a two-year longitudinal study. Journal of Educational Psychology, 94(3), 586-597.
  10. Jordan, N. C., Hanich, L. B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Development, 74(3), 834-850.
  11. Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first‐grade math achievement from developmental number sense trajectories. Learning Di