This document reports on a study that investigated the number sense skills of gifted secondary school students in Turkey in terms of five number sense components. The study involved 123 gifted students from grades 5-8 who completed a 20-item number sense test assessing understanding of number concepts, use of representations, understanding effects of operations, use of equivalencies, and use of calculation strategies. Results showed male students performed significantly better than females. Performance increased with grade level, with 8th graders highest. Understanding effects of operations had the highest mean score while understanding number concepts was lowest. The study aims to help meet the educational needs of gifted students and increase awareness of the importance of number sense for this group.
The affective aspects must be owned by students in a lesson, where the
affective aspects will have a relationship with the cognitive aspects of a
student, therefore this study aimed to determine whether there is a
relationship between students 'mathematical dispositions and students'
mathematics learning outcomes. Using a mixed method and a sequential
explanatory plan, the research was undertaken by first collecting quantitative
data and then continuing to collect qualitative data. Where, the sample count
in this study was 413 students from junior secondary schools 18 in Jambi
City, Indonesia who used a total sampling technique. Data were then
analyzed with the help of SPSS 21 application to find descriptive statistics in
the form of mean, min, max, and category as well as inferential statistics
using Pearson Product Moment. The results obtained in this study dominate
both the mathematical disposition of pupils and the learning outcomes of
pupils in mathematics. This was reinforced by the existence of a relationship
between mathematical disposition and student learning outcomes in
mathematics which is indicated by the obtained sig <0.05. This means that
the mathematical disposition of students which includes the affective aspect
of students has a relationship with the cognitive aspect, by having a good
affective aspect, the cognitive aspects of the student are also good.
The study determined the arithmetic verbal problem solving skills of primary
school students and to examine them according to grade level and
mathematics achievement variables. The study was designed according to
the relational survey model, one of the quantitative research methods. The
population of the research consists of students studying in public primary
schools in the central districts of a large city in the south of Turkey. The
sample consisted of 1,865 students determined according to the
disproportionate stratified sampling method. The "arithmetic verbal problem
test for students" prepared by the researchers was used as a data collection
tool. As a result of the research, it was revealed that the students were most
successful in the problems of combining and separating with “consequence
unknown”, then “with change unknown” and “initial unknown”, but they
were less successful in part-whole type problems. Thus, it was concluded
that as the mathematics achievement and grade levels of the students
increased, their success in solving verbal problems also increased.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
The aim of the study was to determine the concepts that primary school
fourth-grade students reveal with their mind maps related to four operations
(addition, subtraction, multiplication, division) and to compare the mind map
and achievement test scores. In the study, a mixed method was used in which
quantitative and qualitative data were collected and presented together. The
study was carried out with a total of 14 students. There were eight girls and
six boys, who studying in the fourth-grade of a primary school in Menteşe
district of Muğla, in the spring semester of the 2019-2020 academic year. In
the research, mind maps created for four operations and success test were
used as data collection tools. The data collection process was carried out
simultaneously. In the analysis of the data, qualitative data were transformed
into the quantitative analysis, and quantitative analyzes were made. Concepts
in mind maps created for four operations were subjected to qualitative
analysis and photos were added as evidence. As a result of the research, it
was determined that the majority of the students adopted the concepts of
addition, subtraction, multiplication, and division. Besides, it was revealed
that there was a high-level positive relationship between the scores of the
students obtained from the achievement test and the scores from the mind
maps they created. The evaluation made using the mind map for primary
school fourth-grade students is more advantageous than the achievement test
in terms of determining the conceptual understanding.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines. It outlines the conceptual framework, which identifies critical thinking and problem solving as the twin goals of mathematics education from K-10. It also identifies five content areas (numbers and number sense, measurement, geometry, patterns and algebra, probability and statistics) and six skills and processes. The curriculum is grounded in experiential learning theories and aims to develop understanding and appreciation of mathematics that can be applied to problem solving and decision making in real life. The document provides grade-level standards and learning competencies for Grade 1 that focus on developing understanding of numbers, operations, fractions, measurement, geometry and patterns.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines, outlining the conceptual framework, course description, learning area and grade level standards. The goals of critical thinking and problem solving are discussed. Five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics - are covered from grades 1 to 10. Learning theories of experiential learning, reflective learning, constructivism, cooperative learning and discovery-based learning form the basis of the curriculum.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area standards, key stage standards, grade level standards, and sample grade level content for Grade 1. The goals of mathematics education are developing critical thinking and problem solving skills. Key concepts include numbers, measurement, geometry, patterns and algebra, and probability and statistics. The curriculum is based on theories of experiential learning, constructivism, and inquiry-based learning.
The affective aspects must be owned by students in a lesson, where the
affective aspects will have a relationship with the cognitive aspects of a
student, therefore this study aimed to determine whether there is a
relationship between students 'mathematical dispositions and students'
mathematics learning outcomes. Using a mixed method and a sequential
explanatory plan, the research was undertaken by first collecting quantitative
data and then continuing to collect qualitative data. Where, the sample count
in this study was 413 students from junior secondary schools 18 in Jambi
City, Indonesia who used a total sampling technique. Data were then
analyzed with the help of SPSS 21 application to find descriptive statistics in
the form of mean, min, max, and category as well as inferential statistics
using Pearson Product Moment. The results obtained in this study dominate
both the mathematical disposition of pupils and the learning outcomes of
pupils in mathematics. This was reinforced by the existence of a relationship
between mathematical disposition and student learning outcomes in
mathematics which is indicated by the obtained sig <0.05. This means that
the mathematical disposition of students which includes the affective aspect
of students has a relationship with the cognitive aspect, by having a good
affective aspect, the cognitive aspects of the student are also good.
The study determined the arithmetic verbal problem solving skills of primary
school students and to examine them according to grade level and
mathematics achievement variables. The study was designed according to
the relational survey model, one of the quantitative research methods. The
population of the research consists of students studying in public primary
schools in the central districts of a large city in the south of Turkey. The
sample consisted of 1,865 students determined according to the
disproportionate stratified sampling method. The "arithmetic verbal problem
test for students" prepared by the researchers was used as a data collection
tool. As a result of the research, it was revealed that the students were most
successful in the problems of combining and separating with “consequence
unknown”, then “with change unknown” and “initial unknown”, but they
were less successful in part-whole type problems. Thus, it was concluded
that as the mathematics achievement and grade levels of the students
increased, their success in solving verbal problems also increased.
This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.
The aim of the study was to determine the concepts that primary school
fourth-grade students reveal with their mind maps related to four operations
(addition, subtraction, multiplication, division) and to compare the mind map
and achievement test scores. In the study, a mixed method was used in which
quantitative and qualitative data were collected and presented together. The
study was carried out with a total of 14 students. There were eight girls and
six boys, who studying in the fourth-grade of a primary school in Menteşe
district of Muğla, in the spring semester of the 2019-2020 academic year. In
the research, mind maps created for four operations and success test were
used as data collection tools. The data collection process was carried out
simultaneously. In the analysis of the data, qualitative data were transformed
into the quantitative analysis, and quantitative analyzes were made. Concepts
in mind maps created for four operations were subjected to qualitative
analysis and photos were added as evidence. As a result of the research, it
was determined that the majority of the students adopted the concepts of
addition, subtraction, multiplication, and division. Besides, it was revealed
that there was a high-level positive relationship between the scores of the
students obtained from the achievement test and the scores from the mind
maps they created. The evaluation made using the mind map for primary
school fourth-grade students is more advantageous than the achievement test
in terms of determining the conceptual understanding.
This research aimed to analyze the effectivity of students’ worksheet based on multiple representation in order to increase creative thinking skills for second years students of junior high school. It used quasi-experiment with nonequivalent control group design. The population of this research was students of class VII SMPN 3 Langsa, academic year of 2017/2018. Then, the samples were students of class VII-1 and VII-2 elected using simple random sampling method. Basically, the effectivity can be seen from students’ creative thinking skills analyzed by using average n-gain and independent sample T test. Furthermore, the result showed that there was an average difference for n-gain and significant score between control class and experiment class. Therefore, the students’ worksheet based on multiple representations can be used for increasing creative thinking skills of students.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines. It outlines the conceptual framework, which identifies critical thinking and problem solving as the twin goals of mathematics education from K-10. It also identifies five content areas (numbers and number sense, measurement, geometry, patterns and algebra, probability and statistics) and six skills and processes. The curriculum is grounded in experiential learning theories and aims to develop understanding and appreciation of mathematics that can be applied to problem solving and decision making in real life. The document provides grade-level standards and learning competencies for Grade 1 that focus on developing understanding of numbers, operations, fractions, measurement, geometry and patterns.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines, outlining the conceptual framework, course description, learning area and grade level standards. The goals of critical thinking and problem solving are discussed. Five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics - are covered from grades 1 to 10. Learning theories of experiential learning, reflective learning, constructivism, cooperative learning and discovery-based learning form the basis of the curriculum.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area standards, key stage standards, grade level standards, and sample grade level content for Grade 1. The goals of mathematics education are developing critical thinking and problem solving skills. Key concepts include numbers, measurement, geometry, patterns and algebra, and probability and statistics. The curriculum is based on theories of experiential learning, constructivism, and inquiry-based learning.
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines, outlining the conceptual framework, course description, learning area and grade level standards. The goals of critical thinking and problem solving are discussed. Five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics - are covered from grades 1 to 10. Learning theories of experiential learning, reflective learning, constructivism, cooperative learning and discovery-based learning form the basis of the curriculum.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area and grade level standards for teaching mathematics. The goals are developing critical thinking and problem solving skills through organizing curriculum content around five areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The framework is supported by theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.
This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers’ responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
The document is the K to 12 Curriculum Guide for Mathematics from Grade 1 to Grade 10 in the Philippines. It outlines the conceptual framework, course description, learning area and grade level standards for teaching mathematics. The goals are developing critical thinking and problem solving skills through five content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. Key learning theories of experiential learning, constructivism and inquiry-based learning support the curriculum.
Analysis of Students Mathematical Communication Ability in Solving Trigonomet...Erica Thompson
Based on the question, what information can you get? For example, is there a triangle shape? What points are mentioned?
MNT-S: From the question, I can get that there is a triangle shape formed from points M, N, and B. The question also mentions the distance between point M and point B which is the peak and the starting point.
R = how do you illustrate the information in the question?
MNT-S: To illustrate it, I drew a triangle with points M, N, and B. Then I labeled the distance between point M and B as the information asked in the question.
R = is the illustration you made according to the information in the question?
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
Using Mind Maps to Improve the Students’ Reading Skills at Dong Nai Technolog...ijtsrd
This is an experimental research about reading skills at Dong Nai Technology University. Its objectives are to find out students’ perception about reading and mind maps as well as to find out whether mind maps can help students in improving their reading skills or not. The data were collected through tests and questionnaires. The test included pre test and post test which were delivered before and after the experimental teaching for both control class and experimental class. The questionnaires were delivered only to experimental class before and after the treatment. The results of this study showed that mind maps technique really helped in improving the students’ reading skills. Nguyen Hoang Phi | Truong Trong Nhan "Using Mind Maps to Improve the Students’ Reading Skills at Dong Nai Technology University" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38253.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38253/using-mind-maps-to-improve-the-students’-reading-skills-at-dong-nai-technology-university/nguyen-hoang-phi
The study aimed at investigating the levels of geometrical thinking among students receiving blended learning in Jordan. The study sample consisted of (104) students/teachers of open education systems in Jordan for the 2015-2016 academic year. In order to answer the questions of study, the researcher developed a scale of geometric thinking, it is validity and reliability has been verified. The results of the study showed a low level of geometrical thinking among students receiving blended learning. The percentage of students in the first level (visual) (51%), the percentage of students in the second level (descriptive) (15%), and the percentage of students in the third level (logical) (3%). Also it showed differences in the levels of geometric thinking between males and females in favor of males, as well as differences in the level of geometrical thinking between students from the scientific stream and students from the literary stream in favor of scientific stream. In the light of the results of the study, the researcher recommends that pre-service teachers should be trained on programs contains geometrical thinking at open learning universities.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
This research is aimed to know students‟ concept understanding profile on heat and temperature. This research is descriptive research using a qualitative approach. Subjects of this research are 10th-grade students in Surakarta in the academic year of 2016/ 2017. They represent high, medium, and low categorized school. Subject selection is based on the average score of physics at the latest four years. This research uses the question of extended response test through essay question. Before having given to the subjects, essay questions are validated by the experts. Based on the research result and the data analysis, students‟ concept understanding on heat and temperature as follows: (1) The average percentage of students‟ concept understanding at high categorized school is 60,66%, at medium categorized school is 51,47%, and at low categorized school is 48,83%, (2) Most students have misconception on basic concept of heat and temperature such as heat capacity, thermal conductivity, and expansion concept.
Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
Assessing Science Critical Thinking Skills Of Fifth Graders Through Design Ba...Jody Sullivan
This study aimed to develop and validate instruments to assess 5th grade students' critical thinking skills in science related to two topics: living things and force/friction. The study used a design-based research approach to develop STEM modules integrating critical thinking activities and worksheets. Pre- and post-tests were administered using the newly developed instruments to measure students' critical thinking skills before and after the STEM modules. Results from validity and reliability analyses supported that the instruments were valid and reliable measures of students' critical thinking as unidimensional constructs. Comparing pre- and post-test scores indicated that the STEM modules improved students' skills in interpreting, analyzing, and inferring related to the science topics. The validated instruments
Teacher's Guide, Learner's
Materials, Manipulatives
represent, and order
ordinal numbers up to
10th.
3. is able to recognize,
represent, and identify
fractions 1⁄2 and 1/4 in
various forms and
contexts.
Grade 1- SECOND QUARTER
Numbers and
Number
Sense
demonstrates
understanding of addition
and subtraction of whole
numbers up to 100.
1. is able to add and
subtract whole
numbers up to 100
using concrete
materials and
standard algorithms.
2. is able to solve word
problems involving
addition and
subtraction of whole
numbers up to 100.
This document outlines the conceptual framework and curriculum guide for mathematics education in the Philippines from Kindergarten to Grade 10. The goals of mathematics education are developing critical thinking and problem solving skills. The curriculum covers 5 content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. It is grounded in theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery learning. The curriculum guide describes the learning standards and expectations for each key stage of learning.
This document provides a summary of the Grade 3 mathematics curriculum guide from the Department of Education of the Philippines:
- It outlines the key concepts students should understand in numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. It also describes the goals of developing critical thinking and problem solving skills.
- The guide explains that mathematics should be taught using learning theories like constructivism and inquiry-based learning. It also provides the standards and competencies students are expected to demonstrate in specific content areas over the school year.
- For the first quarter, the guide lists 22 learning competencies related to numbers and number sense that students should master, such as understanding place value in 4-5
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
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Similar to Gifted students' number sense skills in terms of number sense components
The document provides an overview of the K to 12 Mathematics curriculum guide for the Philippines, outlining the conceptual framework, course description, learning area and grade level standards. The goals of critical thinking and problem solving are discussed. Five content areas - numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics - are covered from grades 1 to 10. Learning theories of experiential learning, reflective learning, constructivism, cooperative learning and discovery-based learning form the basis of the curriculum.
The document is the K to 12 Curriculum Guide for Mathematics from Kindergarten to Grade 10 in the Philippines. It outlines the conceptual framework, brief course description, learning area and grade level standards for teaching mathematics. The goals are developing critical thinking and problem solving skills through organizing curriculum content around five areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. The framework is supported by theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery-based learning.
This research was conducted due to the importance value of mathematics for early childhood and the fact some researches showed the early childhood education (ECE) teachers' low level of basic mathematical knowledge, especially the one related to childhood developmental stages. The participants of this research were 35 ECE teachers from one of the cities in West Java province with teaching experience approximately ten years. In this research, 30 minutes was given to the participants to solve 20 questions, which tested teachers' knowledge related to verbal counting sequence, counting, the ordinal number of words, addition/subtraction, divisions of sets, written number symbols, and words. Besides, the interview was conducted to get more indepth information from the participants. The quantitative descriptive analysis was used to identify the frequency, percentage, mean value, and standard deviation. The result of the research showed that ECE teachers had limited knowledge of children's mathematical development. It was revealed by the result of the mean value of the teachers’ responses, which were only 33% correct answers and 16% no idea answers. This result can become input for the stakeholders to hold a professional development program which aims to increase the quality of ECE teachers related to mathematical development activity.
The document is the K to 12 Curriculum Guide for Mathematics from Grade 1 to Grade 10 in the Philippines. It outlines the conceptual framework, course description, learning area and grade level standards for teaching mathematics. The goals are developing critical thinking and problem solving skills through five content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. Key learning theories of experiential learning, constructivism and inquiry-based learning support the curriculum.
Analysis of Students Mathematical Communication Ability in Solving Trigonomet...Erica Thompson
Based on the question, what information can you get? For example, is there a triangle shape? What points are mentioned?
MNT-S: From the question, I can get that there is a triangle shape formed from points M, N, and B. The question also mentions the distance between point M and point B which is the peak and the starting point.
R = how do you illustrate the information in the question?
MNT-S: To illustrate it, I drew a triangle with points M, N, and B. Then I labeled the distance between point M and B as the information asked in the question.
R = is the illustration you made according to the information in the question?
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
This document provides an overview of the conceptual framework for mathematics education in the Philippines. It discusses the goals of developing critical thinking and problem solving skills. The framework is built around five content areas: numbers and number sense, measurement, geometry, patterns and algebra, and probability and statistics. Specific skills like knowing, estimating, representing, and applying mathematics are also covered. The framework is supported by theories of experiential learning, constructivism, cooperative learning and discovery-based approaches.
Using Mind Maps to Improve the Students’ Reading Skills at Dong Nai Technolog...ijtsrd
This is an experimental research about reading skills at Dong Nai Technology University. Its objectives are to find out students’ perception about reading and mind maps as well as to find out whether mind maps can help students in improving their reading skills or not. The data were collected through tests and questionnaires. The test included pre test and post test which were delivered before and after the experimental teaching for both control class and experimental class. The questionnaires were delivered only to experimental class before and after the treatment. The results of this study showed that mind maps technique really helped in improving the students’ reading skills. Nguyen Hoang Phi | Truong Trong Nhan "Using Mind Maps to Improve the Students’ Reading Skills at Dong Nai Technology University" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38253.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38253/using-mind-maps-to-improve-the-students’-reading-skills-at-dong-nai-technology-university/nguyen-hoang-phi
The study aimed at investigating the levels of geometrical thinking among students receiving blended learning in Jordan. The study sample consisted of (104) students/teachers of open education systems in Jordan for the 2015-2016 academic year. In order to answer the questions of study, the researcher developed a scale of geometric thinking, it is validity and reliability has been verified. The results of the study showed a low level of geometrical thinking among students receiving blended learning. The percentage of students in the first level (visual) (51%), the percentage of students in the second level (descriptive) (15%), and the percentage of students in the third level (logical) (3%). Also it showed differences in the levels of geometric thinking between males and females in favor of males, as well as differences in the level of geometrical thinking between students from the scientific stream and students from the literary stream in favor of scientific stream. In the light of the results of the study, the researcher recommends that pre-service teachers should be trained on programs contains geometrical thinking at open learning universities.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
The purpose of this study is to describe students’ metacognition level in solving scientific literacy. This research use the descriptive method. The subject of this research is 99 students of grade XI in SMA Batik 2 Surakarta. Data collection methods used are test methods which its instruments based on an indicator of scientific literacy and metacognition ability. Data analysis techniques use quantitative descriptive analysis. The results showed that the achievement of scientific literacy in science as a body of knowledge, science as a way of thinking, science as a way of investigating, and science as an interaction between technology and society is still low at below 35%. This is due to 84% student occupy in low metacognition level that is 30% students in tacit use level, 54% students in aware use level, and only 16% students occupy in high metacognition level that is in strategic use level.
This research is aimed to know students‟ concept understanding profile on heat and temperature. This research is descriptive research using a qualitative approach. Subjects of this research are 10th-grade students in Surakarta in the academic year of 2016/ 2017. They represent high, medium, and low categorized school. Subject selection is based on the average score of physics at the latest four years. This research uses the question of extended response test through essay question. Before having given to the subjects, essay questions are validated by the experts. Based on the research result and the data analysis, students‟ concept understanding on heat and temperature as follows: (1) The average percentage of students‟ concept understanding at high categorized school is 60,66%, at medium categorized school is 51,47%, and at low categorized school is 48,83%, (2) Most students have misconception on basic concept of heat and temperature such as heat capacity, thermal conductivity, and expansion concept.
Critical thinking and problem solving is one of the competencies that must be possessed to meet the 21st Century. This competence is very important to be mastered by students, especially vocational high school students. One learning model that can hone 21st Century competencies is Problem Based Learning. This research was carried out on productive subjects of the Trial. This study aims to determine the improvement of critical thinking and problem solving competencies, and student learning outcomes on subject matter subjects. This study uses a classroom action research design with measurement of competence using observation and measurement of learning outcomes using a multiple choice written test. The results of the study showed an increase in thinking and problem solving critical competencies from the first cycle of 37.4% to the second cycle of 78.2%. While the average value of the first cycle is 70.4 and the second cycle is 86.4. Students who reach KKM in cycle I are 38% and in cycle II 82%.
The purpose of this study is to find out the critical thinking skills indicators and aspects of prospective elementary school teachers in mathematics-science integration lectures on electrical circuits and mathematical logic lesson. This research uses random sampling technique in which 30 first semester students were chosen randomly from one of university in Padang region West Sumatera Indonesia. This research uses Research and Development (R & D). The critical thinking skills are seen from processes, observations, and tests. The process of critical thinking skills of prospective elementary school teachers on the average of critical thinking skills indicator is 84% in strategies and tactics, 80% in advanced clarification and 83% in elementary clarification, basic support, and inference. The result of observing the critical thinking skills of prospective elementary school teachers on the average of each lectures is significantly increased to be 81.9%. The results of pre-test and post-test were increased significantly. It is shown from N-gain of 0.7 to be medium category.
Assessing Science Critical Thinking Skills Of Fifth Graders Through Design Ba...Jody Sullivan
This study aimed to develop and validate instruments to assess 5th grade students' critical thinking skills in science related to two topics: living things and force/friction. The study used a design-based research approach to develop STEM modules integrating critical thinking activities and worksheets. Pre- and post-tests were administered using the newly developed instruments to measure students' critical thinking skills before and after the STEM modules. Results from validity and reliability analyses supported that the instruments were valid and reliable measures of students' critical thinking as unidimensional constructs. Comparing pre- and post-test scores indicated that the STEM modules improved students' skills in interpreting, analyzing, and inferring related to the science topics. The validated instruments
Teacher's Guide, Learner's
Materials, Manipulatives
represent, and order
ordinal numbers up to
10th.
3. is able to recognize,
represent, and identify
fractions 1⁄2 and 1/4 in
various forms and
contexts.
Grade 1- SECOND QUARTER
Numbers and
Number
Sense
demonstrates
understanding of addition
and subtraction of whole
numbers up to 100.
1. is able to add and
subtract whole
numbers up to 100
using concrete
materials and
standard algorithms.
2. is able to solve word
problems involving
addition and
subtraction of whole
numbers up to 100.
This document outlines the conceptual framework and curriculum guide for mathematics education in the Philippines from Kindergarten to Grade 10. The goals of mathematics education are developing critical thinking and problem solving skills. The curriculum covers 5 content areas - numbers, measurement, geometry, patterns and algebra, and probability and statistics. It is grounded in theories of experiential learning, reflective learning, constructivism, cooperative learning, and discovery learning. The curriculum guide describes the learning standards and expectations for each key stage of learning.
This document provides a summary of the Grade 3 mathematics curriculum guide from the Department of Education of the Philippines:
- It outlines the key concepts students should understand in numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. It also describes the goals of developing critical thinking and problem solving skills.
- The guide explains that mathematics should be taught using learning theories like constructivism and inquiry-based learning. It also provides the standards and competencies students are expected to demonstrate in specific content areas over the school year.
- For the first quarter, the guide lists 22 learning competencies related to numbers and number sense that students should master, such as understanding place value in 4-5
Similar to Gifted students' number sense skills in terms of number sense components (20)
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
The research aimed to describe the development of solar electric cars as a prop in energy conversion learning using the analyze, design, develop, implement, and evaluate (ADDIE) model and to ascertain the effectiveness of an electric car as a prop in energy conversion learning. Utilization of prop in the learning process is one way to support the development of knowledge, skills, and basic needs for delivering material, concepts, and physics information. This research is a descriptive study involving media and pedagogical experts and 40 students of the university in Tasikmalaya. Data collection techniques were carried out through the study of literature, expert validation, and student perception questionnaires. Expert validation and student perception were obtained by using a Likert scale. The expert judgment results were processed using the V value equation developed by Aiken. The results showed a value of 1, meeting the minimum validation requirements. The students also had positive responses to a prop. They have new experience learning in energy conversion and have good media to help their comprehension. It has a significant impact on helping students to achieve their learning goals.
The rise and growing prevalence of juvenile delinquency is a matter of concern for many parties. This study aims to establish a research instrument in the form of a questionnaire that can be deployed to assess the learning environment perceived by high school students. This research endeavor constitutes a developmental study, wherein the outcomes are a single survey instrument encompassing six variables, nineteen indicators, and forty questions. The data-collecting process involved the utilization of a Google Form across five schools in five districts, containing a total of 1615 participants. The analysis of expert data was conducted utilizing V. Aiken and field trials employing confirmatory factor analysis (CFA) Second Order. The findings of this study indicate that the diagnostic survey instrument used to assess the learning environment's impact on the mental health of high school students demonstrated validity, as evidenced by loading factor values exceeding the established minimal threshold. The reliability of the instrument remains insufficient. This survey can be utilized to detect adolescent persistent tendencies carried out by students or other school members that interfere with mental health: the emergence and significant raising of juvenile delinquency.
Marinyo is a culture left by the Portuguese around the 15th century in Maluku. The purpose of this study was to find out to what extent students' misconceptions about the concept of sound in the Marinyo case in the Kepuluan Tanimbar Regency. The method used was a qualitative study in ethnography in ten villages in two sub-districts. In addition, they conducted a survey in the form of a diagnostic test in the form of questions related to the Marinyo case on 300 elementary school students. The findings in the field show that students experience relatively high misconceptions. It was because teachers did not accustom students to learn from natural phenomena around them and were given scientific questions to seek, find and provide answers and solutions related to these natural phenomena. The teacher was more pursuing the conditions and problems of physics in textbooks and less exploring contextual matters. Future researchers are suggested to develop physics or science teaching materials based on regional local advantages that are oriented towards understanding concepts, mental models, critical thinking, problem-solving, creativity and innovative thinking so that teachers and students can learn well so that knowledge of science becomes better.
Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges.
English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils’ learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country’s folktale. This phenomenological research aimed at tapping the teachers’ perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula.
The fear of failure stops students from thinking logically and processing information in mathematics. Creating an appropriate classroom climate based on every student's ability is crucial to overcoming the prejudices associated with mathematics. In this regard, this study aims to create the best classroom climate approach that will increase interest in mathematics and ensure academic success. For this purpose, mathematicians' views on the classroom climate approach and how they create them were discussed by using qualitative techniques. It was considered that teachers participating in this research are working in 9th grade in state high schools affiliated with the Turkish Republic of North Cyprus Ministry of Education, accepting students through examination. The researchers collected teacher views through a semistructured interview form and analyzed them using context analysis. The findings showed that teachers were in a hurry to teach and generally paid attention to creating a comfortable classroom climate in which students could express their thoughts and opinions. This situation also revealed a lack of adequate classroom climate approach skills among teachers. Therefore, the classroom climate approaches discussed in this study are expected to make a significant contribution to this field by offering solutions to teachers in creating a supportive classroom climate.
The article is devoted to the study of the issue of training future police officers to use unmanned aerial vehicles (UAVs) in their professional activities. Based on the results of the theoretical analysis of scientific and applied works, modern trends in the development of drones in the activities of law enforcement agencies were identified, and the problem of their implementation in practical activities was outlined. An online survey was conducted in order to study the opinion of scientific, scientific and pedagogical workers and graduates of higher education institutions with specific learning conditions that train police officers about the need to train future police officers in the control of UAVs. The need to introduce into the system of primary professional training the training of service skills using drones is substantiated. On the basis of the study of the content of the training program for unmanned aircraft systems of the first class according to the basic qualification level of the first level, it is proposed to introduce the general professional educational unit “formation of skills and skills of controlling an UAV” into the training program of the primary professional training of police officers in the specified specialty.
English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts.
This study aimed to develop and evaluate a training curriculum intended to enhance the quality of life for the elderly. As Thailand witnesses a demographic shift with increasing numbers of older adults, driven by declining birth rates and extended life expectancies, the importance of ensuring quality elderly care becomes paramount. The devised curriculum encompasses eight principal elements focusing on the elderly, defined as those aged 60 and above, addressing their physical and mental changes, well-being, health, and overall satisfaction. The content is holistic, integrating components of music, art, health care, and exercise. Delivered over a two-day period, the curriculum employs a structured approach featuring lectures, discussions, and knowledge exchanges, supported by a range of media and materials. Initial assessments revealed a moderate quality of life among the elderly, but post-training evaluations indicated enhanced knowledge, understanding, and positive attitudes towards the activities, pointing to an overall high level of effectiveness of the curriculum.
The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our study was to check the effect of observing the pedagogical partnership principles in the educational process on the development of the communicative competence of future primary school teachers. The study employed the following psychodiagnostic methods: the Thomas-Kilmann conflict mode instrument (TKI), Myers-Briggs type indicator (MBTI), Snyder’s self-control in communication. The implementation of the PoP programme in higher education institutions (HEIs) has a positive effect on the development of the communicative competence of future teachers, in particular, on developing the ability for self-control and increasing the scope of psychological knowledge. The study revealed some important correlations. Our results indicate that cooperation and the ability to make compromises are directly related to the communicative abilities of future teachers. Further research can be focused on studying the impact of pedagogical partnership on other aspects of future teacher training, such as methodical mastery, motivation for learning and development.
This study examined the relationship between students’ academic performance, teachers’ commitment, and leadership behavior of school administrators. Teachers’ commitment was measured in two areas– commitment to job and commitment to organization and the leadership behavior of school administrators were evaluated in terms of consideration and initiating structure. Eighty-one teachers, 11 school heads, and 470 students served as respondents. The descriptive survey research technique, correlation analysis, and the following statistical methods were used: frequency, mean, standard deviation, and correlation coefficient. The study revealed that the initiating structure and consideration dimensions of leadership behavior affect teachers’ commitment to job (CTJ) and teacher’s commitment to organization (CTO). The correlation between CTJ and CTO and leadership behavior-initiating structure is positive and with leadership behavior-consideration negative. CTJ and CTO is correlated with the students’ academic performance in math, but not in Science and English. The correlation is negative. Students’ academic performance in all subject areas is negatively correlated with leadership behavior-initiating structure and has no significant relationship with leadership behavior-consideration. The leadership behavior-initiating structure is positively correlated with teachers’ commitment to both job and organization but has negative correlation with students’ academic performance in math, science, and English.
This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI - VIII of the Department of Mathematics Education, Nusa Cendana University, Timor University, and Wira Wacana Sumba University. The instrument used was a questionnaire about high order thinking skill (HOTS) which consisted of 105 statements. Data analysis used Likert's summeted rating, one sample test, Mann Whitney, Kruskall-Wallis tests, multiple linear regression test, and multivariate analyisis of variance (MANOVA) test. The results showed that the knowledge level of preservice mathematics teacher was in the good category. Based on gender differences, there was no significant difference in the average knowledge of preservice mathematics teacher about HOTS, there was a significant difference in the average knowledge of preservice mathematics teacher about HOTS which is significant based on differences in academic ability and gender differences do not significantly affect knowledge about HOTS levels in Bloom's taxonomy, curriculum, and pedagogy while academic knowledge has a significant effect on HOTS knowledge of preservice teachers in almost all aspects except for pedagogy.
Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability (α = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.
The objective of this research is to examine teachers' competence in designing activities after engaging in professional development activities aimed at enhancing teaching design in order to develop students' thinking abilities that are contextually appropriate. The participants consist of 5 elementary school science teachers from schools. The research employed semi-structured interviews and classroom observation as research instruments. The findings reveal that teachers engaged in self-development through observation and learning from their peers within the community of practice (CoP). They receive advice and feedback from fellow teachers and apply these insights to improve their activities. Consequently, teachers are able to continuously refine and develop their teaching approaches to align with students' contexts. This approach facilitate diversification in thinking and learning management, as well as collaborative teamwork to enhance teaching methods. As a result, engaging and interesting thinking development activities are incorporated into student learning, along with the creation of a seamless learning-promoting environment. Collaborative teamwork in instructional design and problem-solving further afford teachers the opportunity for additional self-learning and personal development. This collaborative approach also contributes to fostering cognitive diversity and relieved the need for individual teachers to undertake all tasks independently.
Adaptive online learning can be realized through the evaluation of the learning process. Monitoring and supervising learners’ cognitive levels and adjusting learning strategies can increasingly improve the quality of online learning. This analysis is made possible by real-time measurement of learners’ cognitive levels during the online learning process. However, most of the currently used techniques for evaluating cognitive levels rely on labour-intensive and time-consuming manual coding. In this study, we explore the machine learning (ML) algorithms and taxonomy of Bloom’s cognitive levels to explore features that affect learner’s cognitive level in online assessments and the ability to automatically predict learner’s cognitive level and thus, come up with a recommendation or pedagogical intervention to improve learner’s acquisition. The analysis of 15,182 learners’ assessments of a specific learning concept affirms the effectiveness of our approach. We attain an accuracy of 82.21% using ML algorithms. These results are very encouraging and have implications for how automated cognitive-level analysis tools for online learning will be developed in the future.
This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.
The development of postmodern-era technology in the world of education is increasingly sophisticated, thus impacting the character of students and their social environment. Technological progress negatively affects the lives of today's generation. When misuse of technology is widespread, it is imperative to strengthen cultural and religious filtration. So that the influence of globalization on technological development can be minimized. So as not to damage the cultural values and morality of students as the next generation of the nation. This study aims to explain the importance of transforming the values of Bima's local wisdom "Nggusu Waru" through the media of social studies e-books. The results and conclusions of this study are efforts to develop students' social character that require teacher collaboration, supervision, and optimal parental attention so that their interest in learning is higher and minimizes deviant behavior. This research method uses research and development design. At the stage of preliminary studies with models developed by Borg and Gall. Through several stages of research, information gathering, development of initial forms of products, and initial field testing. In this step, data is collected through interviews, observation and documentation. The data is analyzed to find out some of its weaknesses and shortcomings.
More from Journal of Education and Learning (EduLearn) (20)
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Gifted students' number sense skills in terms of number sense components
1. Journal of Education and Learning (EduLearn)
Vol. 16, No. 1, February 2022, pp. 92~102
ISSN: 2089-9823DOI: 10.11591/edulearn.v16i1.20424 92
Journal homepage: http://edulearn.intelektual.org
Gifted students' number sense skills in terms of number sense
components
Zübeyde Er1
, Perihan Dinç Artut2
1
Adana Science and Art Center, Adana, Turkey
2
Cukurova University, Education Faculty, Matematics and Science Education Department, Adana, Turkey
Article Info ABSTRACT
Article history:
Received Nov 21, 2021
Revised Dec 25, 2021
Accepted Feb 22, 2022
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.
Keywords:
Gender
Gifted students
Grade level
Number sense
Number sense skill
This is an open access article under the CC BY-SA license.
Corresponding Author:
Zübeyde Er
Adana Science and Art Center
Adana, Turkey
Email: zbeyde-er@windowslive.com
1. INTRODUCTION
Even in the early stages of development, human has a competence, which is calledas the number
sense until a better name is found. This competence enables a person to realize that there is a change when a
new object is added or removed without his knowledge to a small collection of objects [1]. It is essential to
develop the ability to recognize the meaning of numbers and the relationship between numbers and
operations through learning. The studies carried out support that number sense is the most important factor in
recognizing the relationship between numbers, and it is emphasized that number sense has an important place
in mathematics education and teaching [2]–[7]. Some studies [8], [9] expressed the number sense as the
general understanding of numbers and numbers on operations, the ability to make mathematical
interpretations using this understanding in a flexible way; the ability and tendency to develop useful and
effective strategies regarding numbers and operations. On the other hand, Altay [10] explained the number
senseas "using numbers in a flexible manner, thinking practically in operations with numbers, choosing the
most effective and useful solution, creating non-standard ways appropriate to the situation in some cases,
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using the comparing (reference) point to facilitate the problem, conceptual thinking in fractions and using
different ways of representation in fractions". According to Hope [3] number sense, with its most general
definition, is the sense of being able to make rational predictions about the various uses of numbers, being
able to choose the most effective calculation method, being able to recognize arithmetic errors, and being
able to recognize number patterns.
Despite the fact that the exact starting point of the concept of the number sense, it can be said that it
becomes prominent with the studies of the National Council of Teachers of Mathematics (NCTM) in the
USA. According to NCTM [11] standards, students from pre-school to the end of the secondary education
period understand numbers, ways of representing numbers, relationships between numbers and number
systems and understand the meaning of operations and their interrelationship, can calculate fluently and make
appropriate estimations. It was emphasized that the concept of number sense should have developed on the
basis of these standards. Briefly, an individual who has the number sense can use mathematics in school and
daily life in a flexible and facilitating way in his/her life.
Being a difficult concept to define, the number sense has caused debates among mathematics
educators (teachers, program developers, and researchers) and cognitive psychologists [4]. These debates
have also come out while determining the components that constitute the number sense. Şengül and Dede
[12] investigated the classifications of number sense components in their study and concluded that there was
no common classification for the components of number sense in the related literature. The classification
made by McIntosh et al. [4] was considered as the most comprehensive one. This result guided them to
consider the number sense as a concept without certain boundaries.
Singh [13] used five basic components: understanding the concept of number, using multiple
representations, understanding the effect of the operation, using equivalence representation, using calculation
and counting strategies in his study on the basis of the classification made by McIntosh et al. [4].
Understanding the concept of number component includes understanding the value that is represented by the
number and understanding the size which is indicated by the number. In the using multi-representation
component, the matter is finding the value that expresses the shaded region in a given whole best.
Understanding the effect of the operation component is about being able to realize how the result will change
when the value of a number or operation changes in calculations. For example, being able to realize that if an
integer is multiplied by a decimal number, the result may be a smaller number than that integer. In other
words, it means being able to feel that multiplication doesn't always make numbers bigger and division
doesn't always make numbers smaller. Using equivalence representation component is related with
representing the numbers in various types. Using calculation and counting strategies component is related
with estimating the result without using any paper and pencil.
When the literature is reviewed, it is seen that most of the studies, which were conducted on the
concept of number sense, were carried out with secondary school students with normal development. Also,
there is a study on the comparison of the number sense of gifted students and normal students. In these
studies, students' number sense performances were investigated according to different variables and the
strategies they used [10], [14]–[18]. Every individual in the education and training environment does not
have the same ability to learn at the same speed and does not have the same skills. There are individual
differences between students. In this context, one of the student groups that differ individually is the group of
gifted students.
Special talent is defined as a person's high level of performance in abstract thinking and reasoning
skills and a person’s having an intelligence age higher than normal peers [19]. Doğan and Paydar [20]
expressed that individuals with special talent have high level of task awareness and creativity skills and they
have higher academic skills than average. Gagné [21] mentioned gifted individuals as the ones who have
analytical intelligence, creativity and who are practically talented. In addition, he stated that individuals with
special talents how high performance in all or one of their analytical, creative and practical fields and they
reach success by using the combination of these abilities.
In our country, being a gifted individual is defined as learning faster than their peers, being ahead in
terms of capacity of creativity, art and leadership, having special academic ability, being able to understand
abstract ideas, enjoying to act independently in his areas of interest, and showing a high level of performance
according to the Guideline of Science and Art Centres, which were established for the education of gifted
individuals. Gifted students have different learning needs beyond the traditional understanding of education
offered in regular classrooms. The nature of the abilities these students have requires differentiated learning
experiences and opportunities to maximize their potential [22]. In the Specially Talented Children and their
Education Commission Report of the First Special Education Council [23], which was organized by the
Ministry of National Education, special talent is defined as "individuals who are determined to be performing
at a higher level than their peers in terms of general and/or special abilities by the field experts".
It is observed in the literature review that there are some studies which were conducted on number
sense with primary school students [10], [16], [24]–[29] and with pre-service teachers [8], [24], [30]–[33].
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There are also studies, which were carried out with a group of gifted students, one of the group of students
which show individual difference [18], [34]–[38]. It becomes important to determine the number sense skills
of gifted students, a group of students with individual differences, since it produces significant results to be
able to meet the educational needs of these individuals. Moreover, the study might have some contributions
to create awareness about the importance of number sense of gifted and talented students in mathematics
education. Among the available ones in the literature, no studies in which the number sense skills of gifted
5th
, 6th
, 7th
and 8th
grade secondary school students were focused in terms the components of the number
sense was found. In this context, following research questions were formulated: i) Is there a statistical
difference between the students’ number sense performances according to gender?; ii) What are the students’
number sense performances according to grade level?; iii) Is there a statistical difference between the
students’ number sense performances according to grade level?; iv) What are the students’ performances
about number sense components according to grade level?; v) Is there a statistical difference between the
students’ performances about number sense components according to grade level?
2. RESEARCH METHOD
2.1. Research design
This was a descriptive survey study that approved by the ÇukurovaUniversity of the committee
(approval dated 17.01.2021- numbered E-91770517-604.02.01-10574) and the office of the University
Research and Extension beforehand. It investigated the gifted students’ existing status of number sense skills.
In descriptive research, the purpose is to only describe and introduce the sample or the study group [39]. Also
in this study, the number sense skills of gifted secondary school students are described.
2.2. Participants
Participant of this research consisted of 123 gifted secondary school students. They were selected
according to the convenience sampling method in Adana Science and Art Centre in Turkey. The reason of
preferring convenience sampling in this study is that the selected students were easily accessible as they were
studying in the central district of Adana and they were voluntary to participate in the study. In convenience
sampling, the researcher chooses a situation that is close and easy to access in order to provide speed and
practicality to the research. This sampling method is less generalizable to the results in addition to being
widely used [40]. The distribution of the students in the sample of the study according to grade level and
gender is shown in Table 1.
Table 1. The distribution of gifted secondary school students according to grade level and gender
Gender 5th
grade 6th
grade 7th
grade 8th
grade Total
Female 15 21 17 5 58
Male 24 21 12 8 65
Total 39(31.7%) 42(34.1%) 29(23.6%) 13(10.6%) 123
Table 1 shows that of 123 students participated in the study: 58 were female and 65 were male. It is
also seen that of 123 students: about 31.7% was 5th
grade, about 34.1% was 6th
grade, about 23.6% was 7th
grade and about 10.6% was 8th
grade students.
2.3. Data collection tool
As the data collection tool of the study, Number Sense Test (NST) which was adopted by NCTM
[13] from Gliner et al. [41] and which was translated into Turkish by the researchers was used. The form
which was translated into Turkish was presented to three teachers of English and two mathematics educators
who were experts in mathematics teaching. The measurement units (miles and gallons) that are not used in
Turkey were adapted. In the test, there are five components consisting of 20 items to determine the concept
of number, the use of multiple representations, the effect of operations, the use of equivalent expressions, and
the use of calculation and counting strategies. The components of NST, the distribution of the questions
about the components and some sample items are presented in Table 2.
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Table 2. The components of NST, the distribution of the questions about the components
and some sample items
Components Items Sample item
Understanding the concept of
number
Number of items: 4
Item No: 1,6,11,16
Item 1:
Is there a fraction between
5
2
and
5
3
? If yes, how
many?
Using multiple representations Number of Items:4
Item No:2, 7,12,17
Item 7:
Some letters are given on the numerical axis. Form a
fraction of letters in which the numerator is about two times
the denominator.
Answer :_______________
Understanding the effect of the
operation
Number of Items:5
Item No:3,8,13,18,20
Item 20:
Which of the following operations’ result is correct?
A) 45 x 1.05 = 39.65 B) 4.5 x 6.5 = 292.5
C) 87 x 1.076 = 93.61 D) 589 x 0.95 = 595.45
Using the equivalent
expressions
Number of Items:4
Item No:4,9,14,19
Item 4:
Which of the following is the same as the result of 0.5 x
840?
A) 840 ÷ 2 B) 840 + 2
C) 5 x 8400 D) 5 x 840 E) 0.50 x 84
Using the calculation and
counting strategies
Number of Items:3
Item No:5,10,15
Item 15:
3 / 4 of the tomatoes in a basket are undamaged. If there are
48 tomatoes in total in the basket, how many of these
tomatoes are undamaged?
Answer: ______________
Total 20items
2.4. Data collection and analysis
NST was administered to the students individually. It was stated in the instruction of the data
collection tool that the students should spend 30-45 seconds for answering each item as it was attempted to
make them use number sense skills instead of calculating. First, the data which was obtained in the study was
analysed in the digital environment. Then, it was checked whether all the items were answered in line with
the instructions in the number sense test, and whether there was anything missing in the answers of the items.
The data was analysed by using SPSS 15.0 package program, and the frequency (f), percentage (%)
and arithmetic mean (X) values of the number sense skills of the participants in terms of number sense
components were calculated with regards to the purpose of the study. Items which were answered correctly
were scored as "1", and items which were answered incorrectly were scored as "0". T test (independent
groups T-Test) was performed to test the significance of the NST scores of gifted secondary school students
according to gender, single factor variance analysis (one-way Anova) was performed for the independent
measurements to see whether there was a significant difference between the scores of gifted secondary school
students according to their grade level. Besides, Manova was performed to test the significance of the gifted
secondary school students’ scores about the components of number sense in the number sense test of
according to grade level.
3. RESULTS
3.1. Results and interpretations about the number sense score of gifted secondary school students
according to gender variable
T test (independent groups T-Test) was performed to test the significance of the number sense test
scores of gifted students according to gender. The results obtained are given in Table 3. The table reveals that
the mean score of the number sense test is 9.13 for females and 11.50 for males. Furthermore, it is seen that
the standard deviation which was calculated for males is higher than the one for girls. This suggests that
males show a more heterogeneous distribution within themselves while females have a more homogeneous
structure. As a result of the independent groups t-test, a significant difference was found according to
gender(t(23)=2.91p<0.05).
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Table 3. T-test results of the number sense test scores of gifted secondary school students according to gender
Gender N x
̅ SD Df T P
Female 58 9.13 4.40 121 2.91 0.004
Male 65 11.50 4.59
Total 123
3.2. Results and interpretations about the number sense performances of gifted secondary school
students according to grade level
The mean values and standard deviations about the number sense performances of gifted secondary
school students according to grade level are presented in Table 4. The table shows that the highest mean
(14.84) belongs to 8th
grade gifted secondary school students and the lowest mean (9.47) belongs to 6th
gifted
secondary school students. Considering that the highest score that can be obtained from the number sense test
is 20, it can be said that the number sense performances of gifted secondary school students are at a moderate
level. The basic information about the mean and standard deviation of the grade levels are presented in the
table.
Table 4. Number sense performances of gifted secondary school students according to grade level
Grade level x
̅(Max.20) SD
5th
grade 9.79 3.98
6th
grade 9.47 3.92
7th
grade 10.51 5.04
8th
grade 14.84 5.56
Mean 10.39 4.64
A one-way analysis of variance (one-way anova) for independent samples was performed for
independent measurements and it was seen that there was a significant difference between the scores of the
gifted secondary school students according to their grade levels. Results are shown in Table 5. The table
describes that there is a significant difference between the students’ number sense performances according to
their grade levels (F(3.119)=0.943p<0.05). In other words, the students’ number sense performances differ
significantly according to their grade levels. According to the results of Scheffe Test, it was determined that
the number sense performances of 8th
grade students were higher than of 5th
and 6th
grade students.
Table 5. ANOVA results of gifted secondary school students’ number sense test performances
according to grade level
Source of variance Sum of squares Sd Mean of squares F P Significant difference
Between-groups 307.499 3 102.500 5.254 .002 8-5, 8-6
Within-groups 2321.769 119 19.511
Total 2629.268 122
3.3. Results and interpretations about the gifted secondary school students’ components of number
sense according to grade level
3.3.1. Results and interpretations about the component of understanding the concept of number
Table 6 shows the frequency and percentage distribution of the correct answers given by gifted
secondary school students to the items about this component. The table reveals that the mean of the correct
answer percentage of gifted secondary school students to the component of understanding the concept of
number is 27.23%. It is also seen in Table 6 that the highest achievement percentage belongs to 8th
grade
students and the lowest achievement percentage belongs to 5th
grade students. It is also understood from
Table 6 that the lowest achievement was observed in Item 6 (13%) and Item 1 (15.4%) as presented in
the Figure 1.
Table 6. The frequency and percentage distribution of the correct answers given by gifted secondary school
students to the items about the component of understanding the concept of number
Item No 5th
grade 6th
grade 7th
grade 8th
grade Total
1 2(5.1%) 3(7.1%) 5(17.2%) 9(69.2%) 19(15.4%)
6 1(2.6%) 3(7.1%) 4(13.8%) 8(61.5%) 16(13.0%)
11 4(10.3%) 9(21.4%) 7(21.1%) 8(61.5%) 28(22.8%)
16 21(53.8%) 22(52.4%) 17(58.6%) 11(84.6%) 71(57.7%)
Mean 19.94% 22% 27.67% 69.2% 27.23%
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Figure 1. Item 6 and an example solution
In this item, gifted secondary school students were expected to say that there were unlimited decimal
numbers and to give examples. However, in this question, it was said that there are nine as an answer and
examples were written.
3.3.2. Results and interpretations about the component of using multiple representations
Table 7 shows the frequency and percentage distribution of the correct answers given by gifted
secondary school students to the items about using multiple representations. According to Table 7, the mean
of the correct answer percentage of gifted secondary school students to the component of using multiple
representations is 40.22%. It is also seen in this table that the highest achievement percentage belongs to 8th
grade students and the lowest achievement percentage belongs to 5th
grade students.
It is also understood from Table 7 that the lowest achievement was observed in Item 7 (17.1%) as
presented in Figure 2. It can be said that the gifted secondary school students had difficulties in finding the
value which the number on the numerical axis represents and expressing it in a way in which the numerator
two times the denominator. The majority of the students answered this question as "I don't know, I couldn't
find it".
Table 7. The frequency and percentage distribution of the correct answers given by gifted secondary school
students to the items about the component of using multiple representations
Item No 5th
grade 6th
grade 7th
grade 8th
grade Total
2 15(38.5%) 20(47.6%) 18(62.1%) 11(84.6%) 64 (52%)
7 7(17.9%) 4(9.5%) 6(20.7%) 4(30.8%) 21(17.1%)
12 25(64.1%) 30(71.4%) 15(51.7%) 9(69.2%) 79(64.2%)
17 8(20.5%) 10(23.8%) 11(37.9%) 5(37.5%) 34(27.6%)
Mean 34.57% 38.07% 43.1% 55.52% 40.22%
Figure 2. Item 7
3.3.3. Results and interpretations about the component of understanding the effect of the operation
This component is about how the result will change when the value of a number or an
operationchanges while making calculations. The frequency and percentage distribution of the correct
answers given by gifted secondary school students to the items about this component is given in Table 8. The
table shows that the mean of the correct answer percentage of gifted secondary school students to the
component of understanding the effect of the operation is 61.36%. It is also seen in Table 8 that the highest
achievement percentage belongs to 8th
grade students and the lowest achievement percentage belongs to 5th
grade students.
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Table 8. The frequency and percentage distribution of the correct answers given by gifted secondary school
students to the items about the component of understanding the effect of the operation
Item No 5th
grade 6th
grade 7th
grade 8th
grade Total
3 18(46.2%) 18(42.9%) 20(69%) 10(76.9%) 66(53.7%)
8 27(69.2%) 32(76.2%) 22(75.9%) 11(84.6%) 92(74.8%)
13 18(46.2%) 24(57.1%) 18(62.1%) 11(84.6%) 71(57.7%)
18 22(56.4%) 28(66.7%) 16(55.2%) 11(84.6%) 77(62.9%)
20 23(59%) 19(45.2%) 19(65.5%) 10(76.9%) 71(57.7%)
Mean 55.4% 57.62% 65.54% 81.52% 61.36%
It is also understood from Table 8 that the lowest achievement was observed in Item 3 (53.7%) as
presented in Figure 3. It was seen that some of the gifted secondary school students who gave incorrect
answer to Item 3 perceived the operation as the division of two integers and thought that the result would be
smaller than 29. Therefore, it was observed that the fact that division will increase the value of the number if
the divider is a decimal number was ignored while making the calculations.
Figure 3. Item 3
3.3.4. Results and interpretations about the component of using equivalence representation
With equivalence representation, the gifted secondary school students were expected to find the
equivalent value of the operation’s result and place the appropriate symbol of equal, big or small. The
frequency and percentage distribution of the correct answers given by gifted secondary school students to the
items aboutthis component is given in Table 9. The table reveals that the mean of the correct answer
percentage of gifted secondary school students to the component of using equivalence representation is
65.05%. It is also seen in Table 9 that the highest achievement percentage belongs to 8th
grade students and
the lowest achievement percentage belongs to 6th
grade students.
Table 9. The frequency and percentage distribution of the correct answers given by gifted secondary school
students to the items about the component of equivalence representation
Item No 5th
grade 6th
grade 7th
grade 8th
grade Total
4 36(92.3%) 24(57.1%) 21(72.4%) 10(76.9%) 91(74%)
9 36(92.3%) 35(83.3%) 25(86.2%) 12(92.3%) 108(87.8%)
14 28(71.8%) 26(61.9%) 20(69%) 12(92.3%) 86(69.9%)
19 10(25.6%) 10(23.8%) 7(24.1%) 8(61.5%) 35(28.5%)
Mean 70.5% 56.52% 62.92% 80.75% 65.05%
It is also understood from Table 9 that the lowest achievement was observed in Item 19 (28.5%) as
presented in Figure 4. In this item, the students were expected to use the symbol of “<”. Most of the students
thought that two expressions were equal to each other and used the symbol of “=”.
Figure 4. Item 19
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3.3.5. Results and interpretations about the component of using calculating and counting strategies
Table 10 shows the frequency and percentage distribution of the correct answers given by gifted
secondary school students to the items about the component of using calculating and counting strategies. The
table shows that the mean of the correct answer percentage of gifted secondary school students to the
component of using calculating and counting strategies is 67.5%. It is also seen in Table 10 that the highest
achievement percentage belongs to 8th
grade students and the lowest achievement percentage belongs to 7th
grade students. It is also understood from Table 10 that the lowest achievement was observed in Item 5 and
Item 10 (60.2%).
Table 10. The frequency and percentage distribution of the correct answers given by gifted secondary school
students to the items about the component of using calculating and counting strategies
Item No 5th
grade 6th
grade 7th
grade 8th
grade Total
5 25(64.1%) 26(61.9) 13(%44.8) 10(%76.9) 74(%60.2)
10 22(56.4%) 22(52.4) 18(%62.1) 12(%92.3) 74(%60.2)
15 34(87.2%) 33(%78.6) 23(%79.3) 11(%84.6) 101(%82.1)
Mean 69.23% %64.3 %62.06 %84.6 %67.5
MANOVA was performed to test whether the scores of gifted secondary school students about
number sense components in the number sense test create a significant difference according to grade level or
not. The results of the analysis showed that grade levels were effective on the performance of number sense
components (Wilks Lambda ()=0.589, F(15,317)=4.48, p<0.05). When the results obtained for the
dependent variables are considered separately, a Benferonni was set at the level of 0.01. It was found that the
only difference which reached statistical significance was related with the component of understanding the
concept of number by using the alpha level F(3,119)=15.288p<0.01. The mean and standard deviation values
of the number sense components and MANOVA results according to grade levels are shown in the Table 11.
Table 11. Mean and standard deviation values of number sense test and Manovaresults
Number sense components Grade level
X SD Df F P
Understanding the concept of number 5th
grade .71 .79 3-119 15.288 .000
6th
grade .88 .83
7th
grade 1.13 1.12
8th
grade 2.76 1.48
Total 1.08 1.13
Using multiple representation 5th
grade 1.41 1.18 3-119 1.654 .181
6th
grade 1.52 1.04
7th
grade 1.72 1.38
8th
grade 2.23 1.36
Total 1.60 1.21
Understanding the effect of the operation 5th
grade 2.76 1.73 3-119 2.834 .041
6th
grade 2.88 1.38
7th
grade 3.27 1.33
8th
grade 4.07 1.55
Total 3.06 1.54
5th
grade 2.82 .82 3-119 3.757 .013
Using equivalence representation 6th
grade 2.26 1.06
7th
grade 2.51 1.18
8th
grade 3.23 1.16
Total 2.60 1.06
5th
grade 2.07 .87 3-119 1.720 .167
Using calculating and counting strategies 6th
grade 1.92 .89
7th
grade 1.86 1.15
8th
grade 2.53 .87
Total 2.02 .96
4. DISCUSSION
This study investigated the number sense skills of gifted students through the results obtained from
123 gifted secondary school students. It was seen in this research that mean score of the female gifted
students in the number sense test was 9.13 while it was 11.50 for the male gifted students. The results of the
analysis which was made to determine whether this difference, in which number senses of gifted students
differed according to gender, was statistically significant or not presented that there was a significant
difference in favour of male students according to gender. It was seen in some studies [42] in the related
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literature that there was no significant difference between the number sense and gender variables. On the
other hand, there are some other researches [6], [10], [14], [16], [42], [43] which concluded that number
sense mean scores differed according to gender variable. On the contrary to these researches, there are some
studies [13], [44] in which a significant difference was found in favour of male students in the relationship
between number sense and gender factor. This supports the finding of this study which claims that male
students are at a higher level than female students in terms of number sense skills related to the relationship
between number sense and gender.
In this research, it was observed that the highest mean (14.84) belonged to 8th
grade gifted students
and the lowest mean score (9.47) belonged to 6th
grade gifted students. It was seen that the number sense
skills of 5th
grade gifted students was higher than of 6th
grade gifted students. This difference, however, was
not significant. Therefore, it can be said that number sense performances of gifted secondary school students
are at a moderate level. Moreover, it was concluded that the number sense performances of the students
changed significantly according to the grade level and the higher the grade level, the higher the number sense
performance. In the literature, various views have been presented in studies which investigated number sense
skills and grade level. Previous study by Aunioet al. [6] expressed that number sense skill improves when the
grade level goes up. On the contrary, there are some studies which suggest that number sense skill decreases
as grade level increases [12]. In addition, Karabey [37] stated that the gifted individuals’ number sense
averages increase as their grade level increases from 5th
grade to 7th
grade, and it was observed that there was
a decrease in number sense averages of 8th
grade gifted students compared to 7th
grade gifted students.
Similarly, Şengül and Gülbağcı [18] stated in their study that 4th
grade gifted students are far behind their 5th
grade gifted students in terms of number sense. Thus, it can be said that this research finding is similar to the
research results in the literature.
In this research, it was observed that the percentage of correct answers in all components was the
highest in eighth grade students in terms of number sense components. When the average of correct answers
for the components was investigated separately, it was concluded that the highest mean number sense skill
was in the component of understanding the effect of the operation, and the least mean number sense skill was
in the component of understanding the concept of number, respectively.
In the literature, there are studies which investigated students' number sense skills in terms of
components [14], [45]–[48]. However, the results differ as there is not a common naming of number sense
component in the literature. Purnomo et al. [47] conducted a study with 80 sixth grade students studying at 3
different schools from different income levels and investigated the number sense performances of the
students according to number sense components. They concluded that the sub-component of understanding
the nature of numbers was at the lowest level. Çekirdekçi et al. [46] investigated the number sense
performances of 4th
grade students according to number sense components in their study and concluded that
students displayed poor performance especially in two number sense components. They stated that those
components were "judging the rationality of numerical calculation results" and "understanding the relative
effect of operations on numbers". Şengül and Dede [14] investigated the current situation of 6th
grade
students according to the number sense components in his study. As a result of his analyses, it was found that
the highest mean of correct answers was in the questions about the component of "understanding the
equivalent representations of numbers" and the lowest mean of correct answers was in the questions about
the component of "understanding the meanings and effects of operations".
In their study Şengül and Gülbağcı [18] found that fifth grade students diagnosed as gifted have
reached the desired learning level in the subcomponents of "understanding the meaning and effect of
operations" and "counting and flexible operation strategies for mental operations, written operations and
calculator use", which are the components of number sense. In addition, the researchers stated that the
students were not atet the desired level for the subcomponent of "understanding and using the equivalent
representations of numbers", but they were close to the desired level.
It was seen in this study that the highest mean number sense skill was in the component of
understanding the effect of the operation and the lowest mean was in the component of understanding the
concept of number. Therefore, it can be said that the finding related to the component of understanding the
concept of number is similar to the results of other researches. Moreover, it can be said that the reason for the
difference in the finding about the component of understanding the effect of the operation is that the research
group consisted of gifted individuals.
5. CONCLUSION
This study concluded that the number senses of gifted secondary school students differed according
to gender and that difference was in favour of the male students. It was also found that the highest number
sense performance belonged to the eighth-grade level students according to the grade levels. Furthermore, it
10. J Edu & Learn ISSN:2089-9823
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101
was observed that the number sense performances of the students increased as their grade level increased.
Besides, it was seen when the mean correct answer of the number sense components was investigated that the
highest mean was in the component of understanding the effect of the operation, and the lowest mean was in
the component of understanding the concept of the number, respectively.
In line with these results, it is recommended to integrate more acquisitions about number sense in
the secondary school mathematics program and science and arts center curricula. In addition, it is
recommended to add activities intended for the development of number sense skills into the textbooks. It is
also suggested to review teacher training programs in terms of the development of number sense skills.
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BIOGRAPHIES OF AUTHORS
Zübeyde Er was born in 1986 in Adana, Turkey. She received her master
degree in from Çukurova University in 2014. Currently, she receives her Ph.D. degree in the
Institute of Educational Science at Ankara University. At the same time, she works as a math
teacher at the science arts center. She can be contacted at email: zbeyde-
er@windowslive.com.
Perihan Dinç Artut is Professor at the Education Faculty, Cukurova University.
Her current research focuses on mathematics education in teacher education, teaching
mathematics in elementary school, cooperative learning and problem solving. She can be
contacted at email: partut@cu.edu.tr.