Mathematical Concept Development and Number Sense

Akman, B., Yükselen, A.İ., & Uyanık, G. (2003). Okul öncesi dönemde matematik etkinlikleri. İstanbul: Epsilon.

Altun, M. (2011). Eğitim fakülteleri ve ilköğretim öğretmenleri için matematik öğretimi. Alfa.

Anghileri, J. (2006). Teaching number sense (2 ed.). London: Continuum International.

Baroody, J. A. (2004). The developmenttal bases for early childhood number and operations standarts. Engaging Young Children in Mathematics, D. H. Clements & J Sarama (Ed.). Lawrance Erlbaum Associates, Mahway, NJ.

Baykul, Y. (2016). İlköğretimde matematik öğretimi. Ankara: Pegem.

Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of learning disabilities, 38(4), 333-339.

Berk, L. E. (1999). Infants, children, and adolescents. Needham Heights, MA: Allyn and Bacon.

Cantekinler, S., Çağdaş A., & Albayrak H. (2002). Okul öncesinde kavram gelişimi ve bilişsel etkinlik örnekleri. İstanbul: Ya-pa.

Charlesworth, R., & Lind, K. K. (2010). Math and science for young children. Belmont, CA: Wadsworth/Cengage Learning.

Charlesworth, R., & Lind, K. K. (2010). Math and science for young children. Belmont, CA: Wadsworth/Cengage Learning.

Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learnıng Disabilities, 37(1), 6-15.

Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, Mass., Harvard University.

Ginsburg, H.P. (2009). Early mathematics education and how to do it. Handbook of Child Development And Early Childhood Education: Research To Practice, O.A. Barbarin & B. H. Wasik (Ed.), The Guilford Press, New York.

Griffin, S. (2004). Building number sense with number worlds: a mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-180.

Guckert, M., Mastropieri, M. A., & Scruggs, T. E. (2016). Personalizing research: Special educators’ awareness of evidence-based practice. Exceptionality, 24(2), 63-78.

Güven, Y. (2005). Okul öncesi öğretmenleri ve ilköğretim öğretmenleri için erken çocukluk döneminde matematiksel düşünme ve matematiği öğrenme. İstanbul: Küçük Adımlar Eğitim.

Haylock, D., & Manning, R. (2019). Mathematics explained for primary teachers (6th ed.). SAGE.

Haylock, D., & Manning, R. (2019). Mathematics explained for primary teachers (6th ed.). SAGE.

Howden, H. (1989). Teaching number sense. The Arithmetic Teacher, 36(6), 6.

Jiménez-Fernández, G. (2016). How can I help my students with learning disabilities in Mathematics?

Journal of Research in Mathematics Education, 5(1), 56-73.

Lind, K.K. (2000). Exploring science in early childhood education. USA: Delmar Thomson Learning.

Markovits, Z., & Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for Research in Mathematics Education, 25(1), 4-29.

McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the learning of mathematics, 12(3), 2-44.

Metin, N., & Dağlıoğlu, E. (2006). Bolu il merkezinde ana sınıfına devam eden altı yaş grubu çocukların günlük yaşam olaylarındaki bazı matematiksel kavramlarla ilgili beceri düzeylerinin incelenmesi. I. Uluslararası Okul Öncesi Eğitim Kongresi Bildiri Kitabı 1.Cilt: 443-454. İstanbul.

Nair, A., & Pool, P. (1991). Mathematics methods: A resource book for primary school teachers.

National Council of Teachers of Mathematics NCTM (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

Nelson, G. (2007). Math at their own pace. Redloaf Press. USA.

Olkun, S., & Toluk Uçar, Z. (2018). İlköğretimde etkinlik temelli matematik öğretimi. Ankara: Genç Kalemler.

Olkun, S., Çelik, E., & Sönmez, M. T. (2014). İlköğretim birinci sınıf Türk öğrencilerinde sayma ilkelerinin gelişimi. Başkent University Journal of Education, 1(2), 115-125.

Reid, R., & Lienemann, T. O. (2006). Self-regulated strategy development for written expression with students with attention deficit/hyperactivity disorder. Exceptional children, 73(1), 53-68.

Reys, R., Reys, B., McIntosh, A., Emanuelsson, G., Johansson, B., & Yang, D. C. (1999). Assessing number sense of students in Australia, Sweden, Taiwan, and the United States. School Science and Mathematics, 99(2), 61-70.

Senemoğlu, N. (2004). Gelişim öğrenme ve öğretim. Ankara: Gazi.

Smith, S. S. (2009). Early childhood mathematics. Boston, MA: Pearson Education Inc.

Sperry-Smith, S. (2001). Early childhood mathematics. Second Edition. Boston MA: Allyn and Bacon.

Stock, P., Desoete, A., & Roeyers, H. (2009). Mastery of the counting principles in toddlers: A crucial step in the development of budding arithmetic abilities? Learning and Individual Differences, 19(4), 419-422.

Tandi Clausen, M. (2005). Teaching maths to pupils with different learning styles. Paul Chapman

Taşkın, N. (2011). Küçük çocuklarda sayı kavramı. Berrin Akman (Ed.). Okul Öncesi Matematik Eğitimi, 67-90.

Ünal, M. (2021). Matematiksel Kavram Gelişiminde Eşleştirme, Sınıflandırma, Gruplama, Karşılaştırma, Sıralama. Berrin Akman (Ed.). Erken çocuklukta matematik eğitimi içinde (s. 46-60). Ankara: Pegem.

Wadsworth, B. J. (2004). Piaget’s theory of cognitive and affective development. Foundations of constructivism. Boston: Allyn & Bacon.

Yang, D. C., & Wu, W. R. (2010). The study of number sense: Realistic activities integrated into third-grade math classes in Taiwan. The Journal of Educational Research, 103(6), 379-392.

Young-Loveridge, J.M. (2004). Effects on early numeracy of a program using number boks and games, Early Childhood Research Quarterly, 19(1), 82-98.

Akman, B., Yükselen, A.İ., & Uyanık, G. (2003). Okul öncesi dönemde matematik etkinlikleri. İstanbul: Epsilon.

Altun, M. (2011). Eğitim fakülteleri ve ilköğretim öğretmenleri için matematik öğretimi. Alfa.

Anghileri, J. (2006). Teaching number sense (2 ed.). London: Continuum International.

Baroody, J. A. (2004). The developmenttal bases for early childhood number and operations standarts. Engaging Young Children in Mathematics, D. H. Clements & J Sarama (Ed.). Lawrance Erlbaum Associates, Mahway, NJ.

Baykul, Y. (2016). İlköğretimde matematik öğretimi. Ankara: Pegem.

Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of learning disabilities, 38(4), 333-339.

Berk, L. E. (1999). Infants, children, and adolescents. Needham Heights, MA: Allyn and Bacon.

Cantekinler, S., Çağdaş A., & Albayrak H. (2002). Okul öncesinde kavram gelişimi ve bilişsel etkinlik örnekleri. İstanbul: Ya-pa.

Charlesworth, R., & Lind, K. K. (2010). Math and science for young children. Belmont, CA: Wadsworth/Cengage Learning.

Charlesworth, R., & Lind, K. K. (2010). Math and science for young children. Belmont, CA: Wadsworth/Cengage Learning.

Geary, D. C. (2004). Mathematics and learning disabilities. Journal of Learnıng Disabilities, 37(1), 6-15.

Gelman, R., & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, Mass., Harvard University.

Ginsburg, H.P. (2009). Early mathematics education and how to do it. Handbook of Child Development And Early Childhood Education: Research To Practice, O.A. Barbarin & B. H. Wasik (Ed.), The Guilford Press, New York.

Griffin, S. (2004). Building number sense with number worlds: a mathematics program for young children. Early Childhood Research Quarterly, 19(1), 173-180.

Guckert, M., Mastropieri, M. A., & Scruggs, T. E. (2016). Personalizing research: Special educators’ awareness of evidence-based practice. Exceptionality, 24(2), 63-78.

Güven, Y. (2005). Okul öncesi öğretmenleri ve ilköğretim öğretmenleri için erken çocukluk döneminde matematiksel düşünme ve matematiği öğrenme. İstanbul: Küçük Adımlar Eğitim.

Haylock, D., & Manning, R. (2019). Mathematics explained for primary teachers (6th ed.). SAGE.

Haylock, D., & Manning, R. (2019). Mathematics explained for primary teachers (6th ed.). SAGE.

Howden, H. (1989). Teaching number sense. The Arithmetic Teacher, 36(6), 6.

Jiménez-Fernández, G. (2016). How can I help my students with learning disabilities in Mathematics?

Journal of Research in Mathematics Education, 5(1), 56-73.

Lind, K.K. (2000). Exploring science in early childhood education. USA: Delmar Thomson Learning.

Markovits, Z., & Sowder, J. (1994). Developing number sense: An intervention study in grade 7. Journal for Research in Mathematics Education, 25(1), 4-29.

McIntosh, A., Reys, B. J., & Reys, R. E. (1992). A proposed framework for examining basic number sense. For the learning of mathematics, 12(3), 2-44.

Metin, N., & Dağlıoğlu, E. (2006). Bolu il merkezinde ana sınıfına devam eden altı yaş grubu çocukların günlük yaşam olaylarındaki bazı matematiksel kavramlarla ilgili beceri düzeylerinin incelenmesi. I. Uluslararası Okul Öncesi Eğitim Kongresi Bildiri Kitabı 1.Cilt: 443-454. İstanbul.

Nair, A., & Pool, P. (1991). Mathematics methods: A resource book for primary school teachers.

National Council of Teachers of Mathematics NCTM (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

Nelson, G. (2007). Math at their own pace. Redloaf Press. USA.

Olkun, S., & Toluk Uçar, Z. (2018). İlköğretimde etkinlik temelli matematik öğretimi. Ankara: Genç Kalemler.

Olkun, S., Çelik, E., & Sönmez, M. T. (2014). İlköğretim birinci sınıf Türk öğrencilerinde sayma ilkelerinin gelişimi. Başkent University Journal of Education, 1(2), 115-125.

Reid, R., & Lienemann, T. O. (2006). Self-regulated strategy development for written expression with students with attention deficit/hyperactivity disorder. Exceptional children, 73(1), 53-68.

Reys, R., Reys, B., McIntosh, A., Emanuelsson, G., Johansson, B., & Yang, D. C. (1999). Assessing number sense of students in Australia, Sweden, Taiwan, and the United States. School Science and Mathematics, 99(2), 61-70.

Senemoğlu, N. (2004). Gelişim öğrenme ve öğretim. Ankara: Gazi.

Smith, S. S. (2009). Early childhood mathematics. Boston, MA: Pearson Education Inc.

Sperry-Smith, S. (2001). Early childhood mathematics. Second Edition. Boston MA: Allyn and Bacon.

Stock, P., Desoete, A., & Roeyers, H. (2009). Mastery of the counting principles in toddlers: A crucial step in the development of budding arithmetic abilities? Learning and Individual Differences, 19(4), 419-422.

Tandi Clausen, M. (2005). Teaching maths to pupils with different learning styles. Paul Chapman

Taşkın, N. (2011). Küçük çocuklarda sayı kavramı. Berrin Akman (Ed.). Okul Öncesi Matematik Eğitimi, 67-90.

Ünal, M. (2021). Matematiksel Kavram Gelişiminde Eşleştirme, Sınıflandırma, Gruplama, Karşılaştırma, Sıralama. Berrin Akman (Ed.). Erken çocuklukta matematik eğitimi içinde (s. 46-60). Ankara: Pegem.

Wadsworth, B. J. (2004). Piaget’s theory of cognitive and affective development. Foundations of constructivism. Boston: Allyn & Bacon.

Yang, D. C., & Wu, W. R. (2010). The study of number sense: Realistic activities integrated into third-grade math classes in Taiwan. The Journal of Educational Research, 103(6), 379-392.

Young-Loveridge, J.M. (2004). Effects on early numeracy of a program using number boks and games, Early Childhood Research Quarterly, 19(1), 82-98.