Çocuklarda bilişsel sayı temsilinin karşılaştırılması Türkiye ve İran örneği
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The studies on differences in comprehension of Maths between American and Asian children have constantly shown that the Asian children are more successful than their American peers. It is thought that this success can be affected by the differences between Asian language groups and the others. For that purpose a study previously carried out first between the Chinese, Korean and Japanese students whose languages belong to Asian language groups and American, Swedish, French students; and late held in Turkey was replicated in Iran under the same circumstances. The effect of Persian language on comprehension of Decimal System of Numeration which share common features with English, French and Swedish languages which belong to Indo-European languages has been examined. The study includes 56 first graders coming from two different schools. The students were shown several cards with numbers and wanted to show those numbers with Base Ten Blocks. The first choice of the students who speak Asian languages was the base ten System representation in which both tens and ones can be used properly. In this usage digit places were represented more appropriately. The ones who speak European Languages preferred to count the units. However, Turkish students use tens and ones more appropriately than American, French and Swedish children; however in the end of the two processes they used them only more appropriately than American children. When examining Iranian students, they also preferred to count the tens and ones as American, French and Swedish children did. And after the second application, it is observed that Iranian children were more successful than their American, Turkish, French and Swedish peers. Consequently, the differences in the languages may be effective on mental representation of numbers and especially basic arithmetic calculations at younger ages (Miura, Okamoto, Kim, Chang, Steere ve Fayol, 1993). However, in the longer term, the differences in numerical skills between children who belong to different cultures may be under the influence of various potential reasons such as home and school experience (Huntsinger, Jose, Liaw, & Ching, 1997; Wang & Lin, 2009). Thus, the number language difference is just a partial explanation for the observed differences. In this research, since the number of participants is not large enough, future research should be done with more participants, between more countries and with more refined comparisons. Another alternative approach is that some steps are taken for teaching early numerical skills to children and some research is done to understand if the children who have a more regular language learn faster than the children who have an irregular language. On the other hand, the research, which shows how the regularity of spoken number words affects learning, contributes to the development of learning as well as increase our perception of numerical thinking.