Original article | TAY Journal 2023, Vol. 7(2) 358-371
Halil Önal, Oktay Aydın
pp. 358 - 371 | DOI: https://doi.org/10.29329/tayjournal.2023.543.02 | Manu. Number: tay journal.2023.017
Published online: April 06, 2023 | Number of Views: 7 | Number of Download: 172
Abstract
The aim of this study is to determine the symbol errors made by primary school first and second grade students in four operations content. The model of the research is a case study, one of the qualitative research methods. Study group, the sample consists of 327 students studying at the first and second grade levels of primary school, selected through criterion sampling, one of the purposive sampling methods. As a result of the analysis, within the category of symbol errors; “perceiving the minus (–) sign as a plus (+) sign”, “perceiving the plus (+) sign as a minus (–) sign”, “mistaking the equal (=) sign”, “writing number symbols incorrectly”, “using the operation line in the wrong place”, “not using the operation line”, “not using the operation symbol”, “confusing the places of the operation symbols”, “perceiving the multiplication (x) sign as a plus (+) sign”, “perceiving the division (÷) sign as a minus (–) sign”, “perceiving the plus (+) sign as a multiplication (x) sign”, “perceiving the multiplication (x) sign as a division (÷) sign”, “perceiving the minus (–) sign as a division (÷) sign” error types determined. Among these symbols errors, it was determined that the error of perceiving the minus (-) sign as plus (+) was made by the first-grade students at the highest rate. By the second-grade students, it was concluded that the error of perceiving the multiplication (x) sign as a plus (+) sign was made at the highest rate.
Keywords: Primary school, mathematics teaching, four operations, symbol, error
How to Cite this Article? |
---|
APA 6th edition Harvard Chicago 16th edition |
References |
---|
Adams, P. J. (2003). Symbolic computation of conserved densities and fluxes for systems of partial differential equations with transcendental nonlinearities. [Unpublished doctoral dissertation]. Colorado School of Mines, Colarado. Altun, M. (2014). Matematik öğretimi: eğitim fakülteleri ve sınıf öğretmenleri için [Teaching mathematics: for education faculties and classroom teachers]. Bursa: Alfa. Anghileri, J. (2005). Children's mathematical thinking in primary years. Bloomsbury. Ashlock, R. B. (2002). Error patterns in computation: Using error patterns to improve instruction. Upper Saddle River, NJ: Prentice Hall. Bamberger, H. J., Oberdorf, C., & Schultz-Ferrell, K. (2010). Math misconceptions: From misunderstanding to deep understanding. Portsmouth, NH: Heinemann. Bardini, C., & Pierce, R. (2015). Assumed mathematics knowledge: the challenge of symbols. International Journal of Innovation in Science and Mathematics Education, 23(1). https://openjournals.library.sydney.edu.au/index.php/CAL/article/view/8485 Barmby, P., Harries, T., & Higgins, S. (2010). Teaching for understanding/understanding for teaching, Thompson, I (Ed.), Issues in teaching numeracy in primary schools. Maidenhead: Open University. Baroody, A.J., & Standifer, D.J. (1993) Addition and subtraction in the primary grades. In R.J. Jensen (Ed.), Research Ideas for the Classroom: Early Childhood Mathematics (pp. 72–102). New York: Macmillan. Burns, M. (2007). About teaching mathematics: A K-8 resource (3 ed.). Sausalito, CA: Math Solution. Büyüköztürk, Ş. Kılıç, Ç. E. Akgün, Ö. E. Karadeniz, Ş., & Demirel. F. (2012). Bilimsel araştırma yöntemleri (13. Baskı) [Scientific research methods (13th Ed.)]. Ankara: Pegem. Carpenter, T.P., & Levi, L. (2000). Developing conceptions of algebraic reasoning in the primary grades. National Center for Improving Student Learning and Achievement in Mathematics and Science. 2000. (Report No. 00–2). https://files.eric.ed.gov/fulltext/ED470471.pdf Cockburn, A. D. (2005). Teaching mathematics with insight. London: Falmer Press. Cotton, T. (2010). Understanding and teaching primary mathematics. London: Routledge. Creswell, J. W. (2016). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni [Qualitative research methods: Qualitative research and research design according to five approaches]. (M. Bütün & S.B.Demir, Trans.; 3rd ed.). Ankara: Siyasal. Devlin, K. (2000). The Maths Gene. London: Weidenfeld and Nicolson. Engelhardt, J. M. (1977). Analysis of children's computational errors: A qualitative approach. British Journal of Educational Psychology, 47,149-154. https://doi.org/10.1111/j.2044-8279.1977.tb02340.x Falkner, K., Levi, L., & Carpenter, T. (1999). Early Childhood Corner: Children's Understanding of Equality: A Foundation for Algebra. Teaching children mathematics, 6(4), 232-236. https://doi.org/10.5951/TCM.6.4.0232 Glesne, C. (2012). Nitel araştırmaya giriş. [Introduction to qualitative research]. (Ali Ersoy & Pelin Yalçınoğlu, Trans.; Ed.). Ankara: Anı. Hansen, A. (2014). Children’s errors in mathematics. Los Angeles: Learning Matters. Harris, A. (2000). Addition & Subtraction. Pretoria: St Martins College. Haylock, D., & Cockburn, A. (2014). Küçük çocuklar için matematiği anlama [Understanding mathematics for young children]. Zuhal Yılmaz (trans. Ed.)]. Ankara: Nobel. Kubanç, Y. (2012). İlköğretim 1., 2. ve 3. sınıf öğrencilerinin matematikte dört işlem konusunda yaşadığı zorluklar ve çözüm önerileri. [The challenges faced by 1., 2. and 3. grade primary school students in the process of solving mathematical verbal problems and solution]. (Dissertation Number. 306491). [Master Thesis, Fırat University), YÖK Thesis Center. Leinwand, S. (2009). Accessible mathematics: 10 instructional shifts that raise student achievement. Portsmouth, NH: Heinemann. McMillan, J. H. (2000). Educational research: Fundamentals for the consumer (4th ed.). White Plains, NY: Addison Wesley Longman, Inc. Merriam, S. B. (2013). Nitel araştırma: Desen ve uygulama için bir rehber [Qualitative research: A guide to design and implementation]. (S. Turan, Trans.; ed.). Ankara: Nobel. Mooney, C., Briggs, M., Fletcher, M., Hansen, A., & McCulloch, J. (2009). Primary mathematics: Teaching theory and practice (4th ed.). Exeter, UK: Learning Matters. NCTM, (2000). Principles and standarts for school mathematics. Reston, Va. NCTM. Ojose, B. (2015). Students’ Misconceptions in Mathematics: Analysis of Remedies and What Research Says. Ohio Journal of School Mathematics, (72). https://core.ac.uk/download/pdf/159585658.pdf Olkun, S. & Toluk Uçar, Z. (2012). İlköğretimde etkinlik temelli matematik öğretimi [Activity-based mathematics teaching in primary education]. Ankara: Maya. Patkın, D. (2011). The interplay of language and mathematics. Pythagoras, 32(2):1-7. https://hdl.handle.net/10520/EJC20947 Powell, S. R. (2015). The influence of symbols and equations on understanding mathematical equivalence. Intervention in School and Clinic, 50(5), 266-272. https://journals.sagepub.com/doi/pdf/10.1177/1053451214560891 Powell, S. R., & Driver, M. K. (2015). The influence of mathematics vocabulary instruction embedded within addition tutoring for first-grade students with mathematics difficulty. Learning Disability Quarterly, 38(4), 221-233. https://journals.sagepub.com/doi/pdf/10.1177/0731948714564574 Roberts, G. H. (1968). The failure strategies of third grade arithmetic pupils. The Arithmetic Teacher, 15, 442-446. https://doi.org/10.5951/AT.15.5.0442 Ryan, J., & Williams, J. (2007). Children’s mathematics 4–15: learning from errors and misconceptions. Maidenhead: Open University. Spooner, M. (2002). Errors and misconceptions in maths at key stage 2: Working towards success in sats. London: David Fulton. Steinbring, H. (2006). What makes a sign a mathematical sign? An epistemological perspective on mathematical interaction. Educational studies in mathematics, 61(1), 133-162. https://link.springer.com/content/pdf/10.1007/s10649-006-5892-z.pdf Tall, D., Gray, E., Bin Ali, M. B., Crowley, L., DeMarois, P., McGowen, M., Pitta, D., Pinto, M., Thomas, M., & Yusof, Y. (2001). Symbols and the bifurcation between procedural and conceptual thinking. Canadian Journal of Math, Science & Technology Education, 1(1), 81-104. https://doi.org/10.1080/14926150109556452 Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). İlkokul ve ortaokul matematiği gelişimsel yaklaşımla öğretim [Elementary and Middle School Mathematics Teaching Developmentally]. (Soner Durmuş, Trans.; ed.). Ankara: Nobel. Williams, P. (2008). Independent review of mathematics teaching in early years settings and primary schools. Nottingham:DCSF. https://dera.ioe.ac.uk/8365/7/Williams%20Mathematics_Redacted.pdf Yaman, H, Toluk, Z., & Olkun, S. (2003). İlköğretim öğrencileri eşit işaretini nasıl algılamaktadırlar? [How would the elementary school students perceive equal sign?]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 24,142-151.http://efdergi.hacettepe.edu.tr/yonetim/icerik/makaleler/878-published.pdf Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin. |