İlköğretim Birinci Sınıf Türk Öğrencilerinde Sayma İlkelerinin Gelişimi

Abstract

In this study, first grade students’ acquisition of cardinality principle and quantitative comparison skills were examined. 70 first grade students participated in this study. Semi structured data collection tool containing 14 questions developed by the researchers was used. The questions in this data collection instrument were prepared to identify cardinality principle and quantitative comparisons taking the previous research into consideration. Results showed that, most of the students with high levels of acquisition of 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 on comparison activities. When students’ achievement on comparison activities was considered; it was determined that the students who had preschool education were more successful than the students who had not preschool education and there was no significant difference between gender and age groups. It was also seen that first grade students learned counting in rote way and they could not use this skill on problem solving. When teaching students counting, problem solving based learning environment may be helpful on solving this problem. This research also shows the importance of high quality preschool education.