Gifted Students' Number Sense Skills in Terms of Number Sense Components

Autor/inn/en	Er, Zübeyde; Artut, Perihan Dinç
Titel	Gifted Students' Number Sense Skills in Terms of Number Sense Components
Quelle	In: Journal of Education and Learning (EduLearn), 16 (2022) 1, S.92-102 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Er, Zübeyde) ORCID (Artut, Perihan Dinç)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2089-9823
Schlagwörter	Academically Gifted; Number Concepts; Mathematics Skills; Secondary School Students; Instructional Program Divisions; Foreign Countries; Grade 5; Grade 6; Grade 7; Grade 8; Gender Differences; Mathematics Instruction; Turkey + Suchen Sie Ihr Suchwort? Number concept; Zahlbegriff; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Sekundarschüler; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt; Mathematics lessons; Mathematikunterricht; Türkei
Abstract	As a descriptive survey research, this study aimed to investigate the number sense skills of gifted in terms of number sense components. Participant of this research consisted of 123 gifted secondary school students, who were selected according to the convenience sampling method in Turkey. The data of this research were collected in the 2021-2022 academic year. The number sense test was used as the data collection tool. This test is comprised of 20 items which were prepared in line with five basic number sense components. The data obtained from the data collection tool were analysed by quantitative analysis methods. As a result of the analysis, it was confirmed that the number senses of gifted secondary school students differed according to gender and this difference was in favour of the male students. The highest number sense performance according to grade levels belonged to eight grade level students. Furthermore, it was observed that the number sense performance increased in parallel with the grade levels of the students. In addition, when the mean of correct answers for the number sense components was considered, it was concluded that the highest mean was in the understanding of the effect of the operation and the lowest mean was in the understanding of the number concept, respectively. (As Provided).
Anmerkungen	Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01