The Relationship between Eighth Grade Students' Number Sense and Mathematical Literacy Performances, Mathematics Course Grades and HSES Scores

Mücahit Çağlar; Recai Akkaya; Ülkü Ayvaz

Makale detayları

The Relationship between Eighth Grade Students' Number Sense and Mathematical Literacy Performances, Mathematics Course Grades and HSES Scores

Yazarlar:

Mücahit Çağlar | Recai Akkaya | Ülkü Ayvaz

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.2254-2279

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302647

pISSN:

1303-0493

Anahtar kelimeler:

Özet:

 The study aims to determine number sense and mathematical literacy competencies of eighth grade students, to examine the relationship among these competencies, mathematics course scores and High School Entrance System HSES scores, and to investigate the predictive levels of number sense, mathematical literacy and mathematics course scores on HSES scores. A total of 175 students, 86 girls and 89 boys, participated in the study, which was designed according to the exploratory correlational research model, one of the quantitative research methods. Grade and HSES score slip, Web-Based Number Sense Test WSNT and PISA Mathematical Literacy Test were used to collect data. As a result of data analysis, it was concluded that the students were at the level of low-medium number sense with a success percentage of 32 and were not proficient in terms of mathematical literacy with a success percentage of 50,01. On the other hand, a positive and strong relationship among number sense, mathematical literacy, mathematics course and HSES scores was found. As a result of examining the predictive levels of number sense, mathematical literacy and mathematics course scores, it was found that they predicted 75 of the HSES score. The relative order of importance of the predictor variables on the HSES score was determined as the mathematics course scores, PISA mathematical literacy score, and number sense score.

 The study aims to determine number sense and mathematical literacy competencies of eighth grade students, to examine the relationship among these competencies, mathematics course scores and High School Entrance System HSES scores, and to investigate the predictive levels of number sense, mathematical literacy and mathematics course scores on HSES scores. A total of 175 students, 86 girls and 89 boys, participated in the study, which was designed according to the exploratory correlational research model, one of the quantitative research methods. Grade and HSES score slip, Web-Based Number Sense Test WSNT and PISA Mathematical Literacy Test were used to collect data. As a result of data analysis, it was concluded that the students were at the level of low-medium number sense with a success percentage of 32 and were not proficient in terms of mathematical literacy with a success percentage of 50,01. On the other hand, a positive and strong relationship among number sense, mathematical literacy, mathematics course and HSES scores was found. As a result of examining the predictive levels of number sense, mathematical literacy and mathematics course scores, it was found that they predicted 75 of the HSES score. The relative order of importance of the predictor variables on the HSES score was determined as the mathematics course scores, PISA mathematical literacy score, and number sense score.

 The study aims to determine number sense and mathematical literacy competencies of eighth grade students, to examine the relationship among these competencies, mathematics course scores and High School Entrance System HSES scores, and to investigate the predictive levels of number sense, mathematical literacy and mathematics course scores on HSES scores. A total of 175 students, 86 girls and 89 boys, participated in the study, which was designed according to the exploratory correlational research model, one of the quantitative research methods. Grade and HSES score slip, Web-Based Number Sense Test WSNT and PISA Mathematical Literacy Test were used to collect data. As a result of data analysis, it was concluded that the students were at the level of low-medium number sense with a success percentage of 32 and were not proficient in terms of mathematical literacy with a success percentage of 50,01. On the other hand, a positive and strong relationship among number sense, mathematical literacy, mathematics course and HSES scores was found. As a result of examining the predictive levels of number sense, mathematical literacy and mathematics course scores, it was found that they predicted 75 of the HSES score. The relative order of importance of the predictor variables on the HSES score was determined as the mathematics course scores, PISA mathematical literacy score, and number sense score.

 Bu araştırmada sekizinci sınıf öğrencilerinin sayı duyusu ve matematik okuryazarlığı yeterliklerinin belirlenmesi, bu yeterlikler ile birlikte matematik dersi yıl sonu puanları ve Liselere Giriş Sistemi LGS puanları arasındaki ilişkinin incelenmesi ve sayı duyusu, matematik okuryazarlığı ve matematik dersi yıl sonu puanlarının LGS puanı yordama derecelerinin araştırılması amaçlanmıştır. Nicel araştırma yöntemlerinden olan keşfedici korelasyonel araştırma modeline göre tasarlanan araştırmaya 86sı kız ve 89u erkek olmak üzere toplam 175 öğrenci katılmıştır. Verilerin toplanmasında not ve LGS puan fişi, Web Tabanlı Sayı Duyusu Testi WSDT ve PISA Matematik Okuryazarlık Testi kullanılmıştır. Elde edilen verilerin analizi sonucunda öğrencilerin 32 başarı yüzdesi ile düşük-orta sayı duyusu düzeyinde bulunduğu ve 50,01 başarı yüzdesine sahip olmaları sebebiyle matematik okuryazarlık düzeylerinin yeterli olmadığı sonucuna ulaşılmıştır. Diğer taraftan sayı duyusu, matematik okuryazarlık ve matematik dersi yıl sonu puanları ile LGS puanları arasında pozitif ve güçlü bir ilişkinin bulunduğu tespit edilmiştir. Yordayıcı değişkenlerin LGS puanlarını yordama düzeylerinin incelenmesi sonucunda ise araştırma kapsamına alınan değişkenlerin LGS puanının  75ini açıkladığı bulunmuştur. Yordayıcı değişkenlerin LGS puanı üzerindeki göreli önem sırası matematik dersi yılsonu puanı, PISA matematik okuryazarlık puanı ve sayı duyusu puanı olarak belirlenmiştir.

Makale detayları

The Relationship between Eighth Grade Students' Number Sense and Mathematical Literacy Performances, Mathematics Course Grades and HSES Scores

Yazarlar:

Mücahit Çağlar | Recai Akkaya | Ülkü Ayvaz

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.2254-2279

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302647

pISSN:

1303-0493

Number sense

mathematical literacy

Web-Based Number Sense Test (WSNT)

High School Entrance System (HSES)Sayı duyusu

Matematik okuryazarlığı

Web Tabanlı Sayı Duyusu Testi (WSDT)

Liselere Giriş Sistemi (LGS)

Sayı

Makale detayları

Yazarlar: Mücahit Çağlar | Recai Akkaya | Ülkü Ayvaz

Yayıncı: Bolu Abant Izzet Baysal University

Ana Başlıklar: Matematik Eğitimi

Dergi: Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.2254-2279

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001302647

pISSN: 1303-0493

Sayı

Yazarlar:

Mücahit Çağlar | Recai Akkaya | Ülkü Ayvaz

Yayıncı:

Bolu Abant Izzet Baysal University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi Vol.23 Issue 4, pp.2254-2279

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001302647

pISSN:

1303-0493