International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2015, Vol. 11(3) 90-105

Analysis of the Relationship between Estimation Skills Based on Calculation and Number Sense of Prospective Classroom Teachers

Ali Şenol, Sefa Dündar, & Nazan Gündüz

pp. 90 - 105   |  Manu. Number: ijpe.2015.007

Published online: October 15, 2015  |   Number of Views: 1  |  Number of Download: 24


Abstract

The aim of this study are to examine the relationship between prospective classroom teachers’ estimation skills based on calculation and their number sense and to investigate whether their number sense and estimation skills change according to their class level and gender. The participants of the study are 125 prospective classroom teachers studying at faculty of education, department of classroom teaching, in a state university in Turkey. The findings of the study revealed that prospective teachers have a low level of scores in terms of number sense and estimation skills, the scores do not change according to gender but there is a statistically significant difference in terms of their grade levels in number sense test. Additionally, it wasn’t indicated that there is a statistically significant difference between prospective teachers’ number sense and estimation skills scores.

Keywords: number sense, estimation skills, classroom teachers


How to Cite this Article?

APA 6th edition
Senol, A., Dundar, S. & Gunduz, N. (2015). Analysis of the Relationship between Estimation Skills Based on Calculation and Number Sense of Prospective Classroom Teachers . International Journal of Progressive Education, 11(3), 90-105.

Harvard
Senol, A., Dundar, S. and Gunduz, N. (2015). Analysis of the Relationship between Estimation Skills Based on Calculation and Number Sense of Prospective Classroom Teachers . International Journal of Progressive Education, 11(3), pp. 90-105.

Chicago 16th edition
Senol, Ali, Sefa Dundar and Nazan Gunduz (2015). "Analysis of the Relationship between Estimation Skills Based on Calculation and Number Sense of Prospective Classroom Teachers ". International Journal of Progressive Education 11 (3):90-105.

References
  1. Anghileri, J. (2000). Teaching number sense. New York; London: Continuum. [Google Scholar]
  2. Aunio, P., Niemivirta, M., Hautamäki, J., Van Luit, J. E., Shi, J., & Zhang, M. (2006). Young children's number sense in China and Finland. Scandinavian Journal of Educational Research, 50(5), 483- 502. [Google Scholar]
  3. Australian Education Council. (1991). A national statement on mathematics for Australian schools. A joint project of the States, Territories and the Commonwealth of Australia, Australian Education Council and the Curriculum Corporation. [Google Scholar]
  4. Boz, B. (2004), Investigation of Estimation Ability of High School Students. Unpublished MA Thesis, ODTÜ [Google Scholar]
  5. Cramer, K. A., Post, T. R., & delMas R. C. (2002). Initial fraction learning by fourth-and fifth-grade students: A comparison of the effects of using commercial curricula with the effects of using the rational number project curriculum. Journal for Research in Mathematics Education, 33, 111- 144. [Google Scholar]
  6. Çilingir, D., & Türnüklü, E. B. (2009). İlköğretim 6-8. Sınıf Öğrencilerinin Matematiksel Tahmin Becerileri ve Tahmin Stratejileri. İlköğretim Online, 8(3). [Google Scholar]
  7. Dowker, A. (1992). Computational estimation strategies of professional mathematicians. Journal for Research in Mathematics Education, 45-55. [Google Scholar]
  8. Dowker, A.,Flood,A.,Griffiths,H.,Harriss,L.,Hook,L.(1996).Estimation Strategies of Four Groups, Mathematical Cognition, 2 (2):113–135 [Google Scholar]
  9. Forrester,M.,A.;Beatrice,S.(1995).The Influence of Object Size, Dimension and Prior Context on Children’s Estimation Abilities, Educational Psychology, 14 (4) [Google Scholar]
  10. Greeno, J.G. (19919. Factors contributing to success in mathematical estimation in pre-service teachers: Types of problems and previous mathematical experience. Educational Studies in Mathematics, 22(6), 595-606 [Google Scholar]
  11. Howden, H. (1989). Teaching number sense. Arithmetic Teacher, 36, 6-11. [Google Scholar]
  12. Japanese Ministry of Education. (1989). Curriculum of mathematics for the elementary school. Tokyo: Printing Bureau. [Google Scholar]
  13. Karasar, N. (2000). Bilimsel Araştırma Yöntemi. (10. Baskı). Ankara: Nobel Yayın Dağıtım. [Google Scholar]
  14. Kayhan Altay, M. & Umay, A. (2011). Sınıf öğretmeni adaylarının hesaplama becerileri ve sayı duyuları arasındaki ilişkinin incelenmesi. e-Journal of New World Sciences Academy, 6 (1), 1277-1283. [Google Scholar]
  15. LeFevre, J. ,Greenham, S.,L.& Waheed, N.(1993),The Development of Procedural and Conceptual Knowledge in Computational Estimation, Cognition and Instruction,11 (2):95 132. [Google Scholar]
  16. Liu, W., & Neber, H. (2012). Estimation Skills of Chinese and Polish Grade 6 Students on Pure Fraction Tasks. Journal of Mathematics Education, 5(1), 1-14. [Google Scholar]
  17. Markovits, Z., & Sowder, J. T. (1994). Developing number sense: An intervention study in grade 7.  Journal for Research in Mathematics Education, 25, 4-29. [Google Scholar]
  18. McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the Learning of Mathematics, 12 (3), 2-8. [Google Scholar]
  19. McIntosh, A., Reys, B. J., Reys, R. E., Bana, J., & Farrel, B. (1997). Number sense in school mathematics: Student performance in four countries. Mathematics Science and Technology Education Centre, Edith Cowan University. [Google Scholar]
  20. M.E.B, (2013). İlköğretim Matematik 5–8.Sınıf  Öğretim Programı, Ankara. [Google Scholar]
  21. Micklo, S. J. (1999), Estimation; Its more than a guess. Childhood Education, Vol.5, no:3, 142-145 Mottram, D.R.(1995). A Comparative study of Computational Estimation Ability and Strategies Used in [Google Scholar]
  22. Estimation Problems.Colorado Üniversitesi.Faculty of the Graduate School [Google Scholar]
  23. Munakata, M.(2002). Relationships Among Estimation AlIbIty, Attitude Toward Estimation, Ctegory Width and Gender in Student of Grades 5–11. Unpublised Doctoral Dissertation , Kolombiya Üniversitesi. [Google Scholar]
  24. National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author [Google Scholar]
  25. National Council of Teachers of Mathematics (2000). Principles and standards for school    mathematics. Reston, VA: National Council of Teachers of Mathematics. [Google Scholar]
  26. Reys, R. E. (1986). Evaluating computational estimation', in H. L. Schoen and M. J. Zweng (eds.),Estimation and Mental Computation. 1986 Yearbook, National Council of Teachers ofMathematics, Reston, VA. [Google Scholar]
  27. Reys, R.E. (1984), Mental computation and estimation: Past, present and future. The ElementarySchool Journal, 84(5), 547-557. [Google Scholar]
  28. Reys,B.J., Reys,R.E., Penafiel,A.F. (1991),. Estimation Performance and Strategy Use of Mexican 5th and 8th Grade Student Sample, Educational Studies in Mathematics, 22,353–375 [Google Scholar]
  29. Reys, R.E. and Yang, D. (1998), Relationships between the computational performance and number sense among sixth and eighth grades in Taiwan, Journal for Research in Mathematics Education, 29(2), 225–237 [Google Scholar]
  30. Segovia, I. ve Castro, E., (2009). Computational and measurement estimation; curriculum foundations  and research carried out at the University of Granada. Electronic Journal of Research in EducationalPsyhology. No 17. Vol 7(1). 499-536. [Google Scholar]
  31. Segovia, I., Castro, E., Castro, E &Rico, L. (1989). Estimacion en calculo y medida. [Estimation incomputation and measurement.] Madrid: Sintesis. [Google Scholar]
  32. Şengül, S., & Dede, H. G. (2014). Matematik Öğretmenlerinin Sayı Hissi Problemlerini Çözerken Kullandıkları Stratejiler. Turkish Journal of Computer and Mathematics Education, 5(1). [Google Scholar]
  33. Şengül, S., & Gülbağcı, A. G. H. 7. Ve 8. Sınıf Öğrencilerinin Sayı Hissi İle Matematik Öz Yeterlikleri Arasındaki İlişkinin İncelenmesi. International Journal of Social Science, 6(4), 1049-1060. [Google Scholar]
  34. Şengül,  S.  (2013).  Identification  of  number  sense  strategies  used by pre-service  elementary teachers. Educational Sciences: Theory & Practice, 13(3), 1965-1974. [Google Scholar]
  35. Tekinkır, D. (2008). İlköğretim 6-8. sınıf öğrencilerinin matematik alanındaki tahmin stratejilerini belirleme ve tahmin becerisi ile matematik başarısı arasındaki ilişki. Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü Yüksek Lisans Tezi. [Google Scholar]
  36. Usiskin, Z. (1986). Reasons for estimating. In H.L. Schoen & M.J. Zweng (Eds.). Estimation and mental computaion. NCTM. Reston, VA. [Google Scholar]
  37. Yang, D. C. (1995). Number sense performance and strategies possessed by sixth and eighth grade students in Taiwan (Doctor of Philosophy, University of MissouriColumbia, 1995). Dissertation Abstracts International, UMI No. AAT 9705388. [Google Scholar]
  38. Yang, D. C. (2003). Teaching and learning number sense–an intervention study of fifth grade students in Taiwan. International Journal of Science and Mathematics Education, 1(1), 115-134. [Google Scholar]
  39. Yang, D. C. (2007). Investigating the strategies used by pre‐service teachers in Taiwan when responding to number sense questions. School Science and Mathematics, 107(7), 293-301. [Google Scholar]
  40. Yang, D. C., Reys, R. E., & Reys, B. J. (2009). Number sense strategies used by pre-service teachers in Taiwan. International Journal of Science and Mathematics Education, 7(2), 383-403. [Google Scholar]