A Longitudinal Study of Early Math Skills, Reading Comprehension and Mathematical Problem Solving

Matematiğin odak noktası olarak kabul edilen problem çözme genellikle en önemli bilişsel etkinliklerden biri olarak kabul edilir. Öğrenciler okuduğunu anlama becerisi içeren matematiksel problemlerle birinci sınıfta tanışırlar. Öğrenciler, eğitimin her seviyesinde matematik problemleri çözmede güçlük yaşayabilmektedirler. Bu nedenle ilköğretim birinci sınıfında yaşanan güçlüklerin sebeplerini saptamak önemlidir. Bu çalışmanın amacı matematiksel problem çözme ile erken matematik becerileri ve okuduğunu anlama becerisi arasındaki ilişkileri incelemektir. Özellikle bu araştırmanın amacı bu değişkenlerden hangisinin matematiksel problem çözme performansını yordamada daha önemli olduğunu belirlemektir. Bu çalışmada boylamsal panel araştırma modeli kullanılmıştır. Araştırmanın çalışma grubunu İstanbul'da resmi bir ilkokulda okuyan 185 birinci sınıf (66-84 ay) öğrencisi oluşturmaktadır. Ölçüm araçları olarak Bracken Temel Kavram Ölçeği-İfade Edici Formu, okuduğunu anlama soruları ve matematiksel problem çözme soruları kullanılmıştır. Araştırmanın sonuçları erken matematik becerilerinin, okuduğunu anlama (?=.34) ve matematiksel problem çözme (?=.45) üzerinde doğrudan etkisi olduğuna işaret etmektedir. Okuduğunu anlamanın da matematiksel problem çözme üzerinde etkisi vardır (?=.27). Fakat bu etkinin, matematikle ilgili temel kavramların etkisinden daha düşük olduğu saptanmıştır

Erken Matematik Becerileri, Okuduğunu Anlama ve Matematiksel Problem Çözme İle İlgili Boylamsal Bir Çalışma

Mathematical problem solving is regarded as the one of the important cognitive activities. Children are introduced with mathematical word problems that require reading and understanding in the first grade. Students have trouble with word problems in every level of education. For this reason, it is important to find the reasons for this issue in the first year of primary school. The purpose of this study is to find the relationship between mathematical problem solving with early math skills and reading comprehension. Specifically, the aim of this study is to determine which of these variables are most powerful in predicting mathematical problem solving performance. The panel research method as a type of longitudinal study was used in this study. The sample of this study consists of 185 first grades (66–84 month) students from a public elementary school in Istanbul. The measurement instruments are Bracken Basic Concept Scale: Expressive, reading comprehension questions and mathematics problem-solving questions. The final model implies that early math skills have direct effects on reading comprehension (β=.34) and mathematical problem solving (β=.45). Reading comprehension has a direct effect on mathematical problem solving (β=.27). However, this effect is smaller than the effect of early math skills

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