Sayı Duyusu Temelli Öğretimin Altıncı Sınıf Öğrencilerinin Özyeterliklerine ve Performanslarına Etkisi
Alkaş Ulusoy, Çiğdem
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The purpose of this study was to investigate the effects of number sense based instruction on sixth grade students’ self efficacies and performances. Self efficacies consist of self efficacy towards mathematics and self efficacy towards number sense. Students’ mathematics performances consist of their number sense, problem solving achievement, mathematics achievement and perceiving of daily life mathematics. In this study pre-test-posttest control group design which is a quantitative research designs was used. The study was conducted in two sixth grade classes from a public school in Çankaya, Ankara in the 2012-2013 academic year, lasting total fifteen weeks including 13 weeks implementation of lesson plans and 2 weeks implementation of scales. In this process, while the students in the experimental group were passing through a number sense based instruction, the students in the control group continued with the intruction which is composed with the guidance of the text book. In the study "Numeracy Test" was used in order to determine the number sense of students. In order to measure self-efficacy towards mathematics "Self-Efficacy Perception Scale", to measure self-efficacy towards number sense "Self-Efficacy Towards Number Sense Scale", to measure awareness of daily life mathematics Mathematics in Daily Life Scale”, to measure problem solving achievement “Problem Solving Test" and mathematics course final grade in order to determine mathematical achievements were used. The data were analyzed by MANOVA analysis using the SPSS 15.0 package program. The results revealed that number sense-based instruction had a significant effect on students’ number sense, awareness of daily life mathematics and, problem solving achievement compared to the instruction that not based on number sense. There was no significant difference between the experimental and control groups in terms of their self efficacies towards mathematics and number sense and the mathematics achievement.