Do mathematical thinking processes influence visual estimation skills in students?

IF 2 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of Educational Research Pub Date : 2023-10-19 DOI:10.1080/00220671.2023.2269529

Emel Çilingir Altiner, M. Cihangir Doğan

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Abstract

AbstractIn this study, the visual estimation skills of fourth grade elementary school students based on their mathematical thinking processes were investigated. The research questions focus on understanding how students’ mathematical thinking processes influence their visual estimation skills. A total of 445 students participated in the study. The relational scanning model was used to determine the relationship between students’ visual estimation skills and their mathematical thinking processes. The Mathematical Process Instrument and the Visual Estimation Skills test were used as data-gathering tools. The data obtained were analyzed using different statistical methods, including the chi-squared test, t-test, and single-factor analysis of variance. The findings contribute to our understanding of the complex relationship between mathematical thinking processes and visual estimation skills in students, addressing the research questions raised in the study. These results can inform educators and instructional designers when developing effective teaching materials and strategies that cater to students’ diverse thinking processes.Keywords: Elementary school studentsmathematical thinkingmathematical thinking processvisual estimation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe authors would like to thank the Scientific and Technological Research Council of Turkey (TUBITAK, Project Code: 1649B031500067m) for their financial support.Notes on contributorsEmel Çilingir AltinerDr. Emel Çilingir Altıner (corresponding author) is a researcher in the Department of Elementary School Education, Çukurova University, Turkey. She teaches graduate courses in elementary school education for mathematics. She has published articles and book chapters on mathematics in elementary school education.M. Cihangir DoğanProf. Dr. M. Cihangir DOĞAN is a researcher in the Department of Elementary School Education, Marmara University, Turkey. He teaches graduate courses in elementary school education for sociology, mathematics in other disciplines at primary school level. He has published articles and book chapters on elementary school education.

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数学思维过程是否影响学生的视觉估计技能?

摘要本研究以小学四年级学生的数学思维过程为研究对象，对其视觉估计能力进行了研究。研究问题集中在理解学生的数学思维过程如何影响他们的视觉估计技能。共有445名学生参与了这项研究。运用关系扫描模型确定学生视觉估计技能与数学思维过程的关系。使用数学过程仪器和视觉估计技能测试作为数据收集工具。采用不同的统计方法对所得数据进行分析，包括卡方检验、t检验和单因素方差分析。这些发现有助于我们理解数学思维过程与学生视觉估计技能之间的复杂关系，解决研究中提出的研究问题。这些结果可以为教育工作者和教学设计师在开发有效的教材和策略时提供信息，以满足学生不同的思维过程。关键词:小学生数学思维数学思维过程视觉评价披露声明作者未报告潜在利益冲突作者要感谢土耳其科学技术研究理事会(TUBITAK，项目代码:1649B031500067m)的资金支持。关于贡献者semel的说明Çilingir AltinerDr。Emel Çilingir Altıner(通讯作者)，土耳其Çukurova大学小学教育系研究员。她教授研究生的小学数学教育课程。她发表过关于小学数学教育的文章和书籍章节。Cihangir做ğanProf。M. Cihangir博士DOĞAN是土耳其马尔马拉大学小学教育系的研究员。他教授社会学和其他学科的小学教育研究生课程。他发表过关于小学教育的文章和书籍章节。

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来源期刊

Journal of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.50

自引率

0.00%

发文量

期刊介绍： The Journal of Educational Research is a well-known and respected periodical that reaches an international audience of educators and others concerned with cutting-edge theories and proposals. For more than 100 years, the journal has contributed to the advancement of educational practice in elementary and secondary schools by judicious study of the latest trends, examination of new procedures, evaluation of traditional practices, and replication of previous research for validation. The journal is an invaluable resource for teachers, counselors, supervisors, administrators, curriculum planners, and educational researchers as they consider the structure of tomorrow''s curricula. Special issues examine major education issues in depth. Topics of recent themes include methodology, motivation, and literacy. The Journal of Educational Research publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12. Special consideration is given to articles that focus on variables that can be manipulated in educational settings. Although the JER does not publish validation studies, the Editors welcome many varieties of research--experiments, evaluations, ethnographies, narrative research, replications, and so forth.