Olkun, Sinan Ted Üniversitesi - Faculty of Education, Türkiye , Çelik, Esra Ankara Üniversitesi, Türkiye , Sönmez, Melike Tural Hacettepe Üniversitesi, Türkiye , Can, Derya Hacettepe Üniversitesi, Türkiye

Development of Counting Principles in Turkish First Graders

36186

In this study, first grade students’ acquisition of the cardinality principle and quantitative comparison skills were examined. 70 first grade students participated in this study. A semi-structured data collection tool containing 14 questions developed by the researchers was used. The results showed that most of the students with high levels of acquisition of the cardinality principle were not able to compare quantitatively. The research also showed that although most of the students acquired cardinality principles, they were influenced by the physical magnitude of objects and symbols. When the students’ efforts in comparison were considered, it was seen that those who had preschool education were more successful, and there was no significant difference between gender and age groups. It was also seen that first grade students learned by rote and they could not use this skill in problem solving. When teaching students how to count, creating a problem solving based learning environment might be helpful.

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Quantitative comparison , cardinality principle , mathematics education

Başkent University Journal Of Education

125