TED University
Faculty of Education
" Effects of Number Sense Based Instruction to Sixth-Grade Students’ Self-Efficacies And Performances"
By
Dr. Çiğdem Alkaş Ulusoy
Date: Friday, March 15, 2019
Time: 14:00-14:30
Place: F123
Abstract: In this study, effects of number sense based instruction on students’ mathematics-related self-efficacy and performance was studied. Self efficacies consist of self efficacy towards mathematics and self efficacy towards number sense. Students’ mathematics performances consist of their number sense, problem solving achievement, mathematics achievement and recognition of mathematics in daily life.This study is an experimental study. Of quantitative research designs, pretest-posttest control group design was utilised. The study was applied to a group attending the sixth grade at a public school located in Çankaya district of the Ankara Province and lasted for 15 weeks, including 13 weeks for implementing the instructional plan and 2 weeks for implementing scales. In this process, while the students in the test group had gone through a number sense based training, the students in the control group continued with a syllabus where teachers mainly base their instruction on textbooks. The study, beyond a depiction of the number sense, is also a study of number sense development in the context of an intsructional plan implemented for long term and considered as a contribution to study of changes in other certain variables involved in this process of development. In the study, the ‘Number Sense Test’ was used to identify number senses of the students, the ‘Mathematics Self-Efficacy Perception Scale’ was used to assess their self-efficacy, the ‘Number Sense Self-Efficacy Scale’ was used to identify their number sense self-efficacy, the ‘Mathematics in Daily Life Survey’ was used to assess their recognition of mathematics in daily life, the ‘Problem Solving Test’ was used to assess their achievement in solving problems and end-of-term grading was used to identify their mathematical achievement. Data were analysed with MANOVA analysis by using the SPSS 15.0 package programme. It was observed in the analysis results that students that received an instruction based on number sense experienced a significant development in their number sense, recognition of mathematics in daily life and problem solving achievement compared to students that did not receive such instruction. Number sense based instruction implemented did not introduce any significant change in mathematics self-efficacy, number sense self-efficacy and mathematical achievements of the students.
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