Publication: Tahmin becerilerinin geliştirilmesinin 60-72 aylık çocukların akıl yürütme ve sezgisel matematik yeteneklerine etkisi
Abstract
Bu araştırma anaokuluna devam eden 60-72 aylık çocukların tahmin becerilerinin geliştirilmesinin onların akıl yürütme ve sezgisel matematik yeteneklerine etkisini incelemeyi amaçlamaktadır.Araştırmanın çalışma grubunu, 2018-2019 eğitim-öğretim yılında İstanbul ili Zeytinburnu ilçesinde Milli Eğitim Bakanlığı’na bağlı bir ilkokulun anasınıfına devam eden 47 çocuk (kontrol grubunda 22, deney grubunda ise 25 çocuk) oluşturmaktadır. Araştırmada yarı deneysel desen kullanılmıştır. Veri toplamak için Ergül (2014) tarafından geliştirilen Erken Matematiksel Akıl Yürütme Becerileri Değerlendirme Aracı ve Güven (2001) tarafından geliştirilen Sezgisel Matematik Yeteneği Testi kullanılmıştır. Ayrıca çocukların demografik bilgilerini içeren araştırmacı tarafından hazırlanan Kişisel Bilgi Formu da kullanılmıştır. Elde edilen verilerin analizi bir istatistik paket programıyla yapılmıştır. Araştırmada MannWhitney-U Testi, Wilcoxon İşaretli Sıralar Testi kullanılmıştır. Çalışma sonunda deney ve kontrol grubu çocuklarının akıl yürütme ve sezgisel matematik yeteneği son test puanları arasında deney grubu lehine anlamlı bir fark tespit edilmiştir. Bu sonuca göre deney grubunda kullanılan tahmin becerilerini geliştirici etkinliklerin kontrol grubunda uygulanan sınıf içi etkinliklere göre çocukların akıl yürütme ve sezgisel matematik yetenekleri üzerinde daha etkili olduğu görülmüştür. Deney grubunda uygulanan tahmin becerilerini geliştirici etkinliklerin çocukların akıl yürütme ve sezgisel matematik yetenekleri üzerinde kalıcı ve olumlu bir etki yarattığı tespit edilmiştir. Ayrıca deney ve kontrol grubu öğrencilerinin akıl yürütme ve sezgisel matematik yeteneklerinin cinsiyete göre farklılaşmadığı bulunmuştur.
This research aimed to examine the effects of improving the prediction skills of 60-72-month-old children attending a preschool on their reasoning skills and intuitional mathematics abilities.The study group was composed of 47 children (22 in the control group, 25 in the experimental group) attending preschool at a primary school of Ministry of National Education in Zeytinburnu district of İstanbul province in the academic year of 2018-2019. The quasi-experimental design was used in the study. Evaluation Instrument for the Early Mathematical Reasoning Skills developed by Ergül (2014) and Intuitional Mathematics Ability Güven (2001) were used to collect data. The Personal Information Form prepared by the research was also used to find out about the demographics of the children. The data analysis was conducted with a statistics software package. Mann-Whitney U Test and Wilcoxon Signed-Ranked Test were utilized in the research. A significant difference was found between the experimental and control groups’ posttest scores of reasoning skills and intuitional mathematics ability in favor of the experimental group. Accordingly, the activities performed in the experimental group for improving the prediction skills were observed to be more effective on the reasoning skills and intuitional mathematics abilities of the children compared to the activities performed in the control group. It was determined that the activities performed in the experimental group for improving the prediction skills had a consistent and positive impact on their reasoning skills and intuitional mathematics abilities. Moreover, reasoning skills and intuitional mathematics ability of the experimental and control group students did not differ by gender.
This research aimed to examine the effects of improving the prediction skills of 60-72-month-old children attending a preschool on their reasoning skills and intuitional mathematics abilities.The study group was composed of 47 children (22 in the control group, 25 in the experimental group) attending preschool at a primary school of Ministry of National Education in Zeytinburnu district of İstanbul province in the academic year of 2018-2019. The quasi-experimental design was used in the study. Evaluation Instrument for the Early Mathematical Reasoning Skills developed by Ergül (2014) and Intuitional Mathematics Ability Güven (2001) were used to collect data. The Personal Information Form prepared by the research was also used to find out about the demographics of the children. The data analysis was conducted with a statistics software package. Mann-Whitney U Test and Wilcoxon Signed-Ranked Test were utilized in the research. A significant difference was found between the experimental and control groups’ posttest scores of reasoning skills and intuitional mathematics ability in favor of the experimental group. Accordingly, the activities performed in the experimental group for improving the prediction skills were observed to be more effective on the reasoning skills and intuitional mathematics abilities of the children compared to the activities performed in the control group. It was determined that the activities performed in the experimental group for improving the prediction skills had a consistent and positive impact on their reasoning skills and intuitional mathematics abilities. Moreover, reasoning skills and intuitional mathematics ability of the experimental and control group students did not differ by gender.