Çalışan Belleğin Farklı Bileşenlerinin 3. Sınıf Öğrencilerinin Çarpma Becerisine Etkisi

Dört temel aritmetik işlem becerisinin geliştirilmesi, ilköğretim matematik müfredatının ana hedefleridir. Son araştırmalar, bu becerilerin öğrencilerin çalışan bellek kapasiteleriyle ilişkili olduğunu göstermektedir. Bu bulgular doğrultusunda bu araştırmanın amacı, çalışan bellek bileşenlerinin 3. sınıf öğrencilerinin çarpma becerileri üzerindeki etkilerini belirlemektir. Çalışma İstanbul'daki özel bir ilköğretim okulunda 60 üçüncü sınıf öğrencisi (23 kız ve 37 erkek) ile yürütülmüştür. Katılımcıların bileşenler ile ilgili çalışan bellek kapasitesini ölçmek için bilgisayar ortamında sayı hatırlama testi, rakam açıklık testi, blok hatırlama testi adı verilen görevler tasarlanmış ve uygulanmıştır. Ayrıca, katılımcıların çarpma becerileri çarpma testleri ile ölçülmüştür. Verilerin analizinde doğrusal çoklu regresyon kullanılmıştır. Analiz sonuçları, çarpma becerilerinin en iyi yordayıcı değişkeninin, çalışan belleğin merkezi yürütücü (MY) bileşeni olduğunu ortaya koymuştur. Bununla birlikte, çalışan belleğinin fonolojik döngü (FD) ve görsel-uzamsal kopyalama (GUK) bileşenlerinin, 3. sınıf öğrencilerinin çarpma becerileri için önemli bir yordayıcı olmadığı görülmüştür.

The Effect of Different Components of Working Memory on Multiplication Skills of 3rd Grade Children

The development of the four basic arithmetic operation skills is the main objective of the primary school mathematics (math) curricula. Recent research shows that these skills are related to working memory capacity of the students. In line with these findings, the purpose of this research is to determine the impacts of the working memory components on the multiplication skills of 3rd graders. The study was carried out with 60 third grade students (23 female and 37 male) at a private primary school in Istanbul. In order to measure the participants’ capacity of working memory related to its components, the tasks named as the counting recall test, digit span test, block recall test were designed and administered on computer programs. In addition, participants’ multiplication skills were measured by multiplication tests. Linear multiple regression was used to analyze the data. The results of analysis revealed that the best predictor variable of multiplication skills was the central executive component of working memory. However, the phonological loop (PL) and the visuospatial sketchpad (VSSP) components of the working memory were not significant predictors for multiplication skills of the 3rd grade students

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