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İlkokul İkinci Sınıf Öğrencilerinin Sayı Hissi Becerilerini Geliştirmeye Yönelik Yapay Zekâ Destekli Çocuk Edebiyatı Ürünlerinin Tasarımı

Yıl 2025, Cilt: 10 Sayı: 2, 210 - 232, 25.12.2025

Berfin Özmen , Mehmet Hayri Sarı , Seyit Ateş

https://doi.org/10.47479/ihead.1759491

Öz

Sayı hissi, erken çocuklukta kazandırılması gereken ve matematiksel düşünmenin temelini oluşturan kritik bir beceridir. Bu beceride yaşanan eksikliklerin, öğrencilerin genel matematik başarılarını olumsuz yönde etkilediği bilinmektedir. Sayı hissi, geliştirilebilir bir bilişsel yetkinlik olarak pedagojik müdahalelere açıktır ve çocuk edebiyatı ile entegrasyonu, öğrenme süreçlerini destekleyici potansiyel taşımaktadır. Bu çalışmada, yapay zekâ teknolojilerinden yararlanılarak matematik başarısı düşük olan ikinci sınıf öğrencilerinin sayı hissi becerilerini geliştirmeye yönelik dijital çocuk edebiyatı ürünleri tasarlanmıştır. Ürünler, analiz, tasarım ve geliştirme süreçlerine dayalı olarak oluşturulmuş; Canva, CapCut, Eleven Labs, Kling AI, Hailuo AI ve Suno AI gibi araçlarla toplamda 6 dijital hikâye ve 6 şarkı hazırlanmıştır. İçerikler, düzenli ve dağınık çoklukların değerlendirilmesi, karşılaştırmalı nicelik analizi, toplama-çıkarma işlemleri ve sayı doğrusu üzerinde konum belirleme gibi alt becerilere odaklanmıştır. Pilot uygulama, beş öğrenci ile gerçekleştirilmiş; uygulama sürecinden elde edilen dönütler doğrultusunda ürünler iyileştirilmiştir. Bulgular, yapay zekâ araçlarıyla üretilen içeriklerin teknik ve pedagojik açıdan hedef kitlenin gelişim düzeyine uygun olduğunu ve öğrencilerin dikkat sürelerini desteklediğini doğrulamıştır. Öğrenci etkileşimleri ve uzman dönütleri, tasarlanan materyallerin sınıf içi uygulamalarda motive edici bir unsur olarak işlev gördüğünü ortaya koymuştur. Sonuç olarak, dijital çocuk edebiyatı temelli bu ürünlerin, sayı hissi becerisi düşük öğrenciler için etkili ve dönüştürücü bir öğrenme aracı olma potansiyeli taşıdığı düşünülmektedir.

Anahtar Kelimeler

Sayı hissi Çocuk edebiyatı Dijital hikaye Matematik eğitimi Yapay zeka araçları

Etik Beyan

Yapılan bu çalışmada “Yükseköğretim Kurumları Bilimsel Araştırma ve Yayın Etiği Yönergesi” kapsamında uyulması belirtilen tüm kurallara uyulmuştur. Gazi Üniversitesi Rektörlüğü, Bilimsel Araştırmalar ve Yayın Etik Kurulundan 10.12.2024 tarih 2024/ 20 no’lu karar sayısına istinaden çalışma için izin alınmıştır.

Destekleyen Kurum

Yoktur.

Proje Numarası

Yoktur.

Teşekkür

Yoktur.

Kaynakça

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Design of AI-Supported Children’s Literature Products to Improve Number Sense Skills of Second Grade Primary School Students

Yıl 2025, Cilt: 10 Sayı: 2, 210 - 232, 25.12.2025

Berfin Özmen , Mehmet Hayri Sarı , Seyit Ateş

https://doi.org/10.47479/ihead.1759491

Öz

Number sense is a critical skill that should be acquired in early childhood and is the foundation of mathematical thinking. It is known that deficiencies in this skill negatively impact students' overall mathematical achievement. As a malleable cognitive competence, number sense is amenable to pedagogical interventions, and its integration with children's literature holds the potential to support learning processes. In this study, digital children's literature products aimed at improving the number sense skills of second-grade students with low mathematical achievement were designed utilizing artificial intelligence (AI) technologies. The products were created based on the analysis, design, and development processes; a total of six digital stories and six songs were prepared using tools such as Canva, CapCut, Eleven Labs, Kling AI, Hailuo AI, and Suno AI. The content focused on sub-skills such as evaluating canonical and scattered quantities, comparative quantity analysis, addition-subtraction operations, and positioning on the number line. A pilot implementation was conducted with five students, and the products were refined based on the feedback obtained during the implementation process. The findings confirmed that the content produced with AI tools was technically and pedagogically appropriate for the developmental level of the target audience and supported the students' attention spans. Student interactions and expert feedback revealed that the designed materials served as a motivating factor in classroom applications. In conclusion, it is considered that these digital children's literature-based products hold the potential to be an effective and transformative learning tool for students with low number sense skills.

Anahtar Kelimeler

Number sense Children's literature Digital story Mathematics education Artificial intelligence (AI) tools

Proje Numarası

Yoktur.

Kaynakça

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  • Thomas, L. & Feng, J. (2015). Integrating children’s literature in elementary mathematics. Georgia Educational Research Association Annual Conference.
  • Tosun, G. & Engin, A. R. (2023). The effect of teaching mathematics with digital stories on academic success and mathematics anxiety. Journal of Advanced Education Studies, 5, 250–268. https://doi.o rg/10.48166/ejaes.1356417
  • Trakulphadetkrai, N. V. (2017). The development of the ‘English Pre-Service Primary Teachers’ Beliefs concerning the Integration of Children’s Literature in Mathematics Learning and Teaching’ (EPPTB-ICLMLT) framework: An exploratory study. https://doi.org/10.1080/2331186X.2020.1817253
  • Türgenç, Ş. (2023). Sekizinci sınıf öğrencilerinde kareköklü ifadelerde sayı hissi ve matematik başarısı arasındaki ilişki [Yüksek lisans tezi, Akdeniz Üniversitesi Eğitim Bilimleri Enstitüsü]. Akdeniz Üniversitesi.
  • Ünal, Ş. & Çil, O. (2023). Primary school teachers’ experiences on the process of teaching mathematics with the digital storytelling method. Türk Akademik Yayınlar Dergisi (TAY Journal), 7(3), 922–971. https://doi.org/10.29329/tayjournal.2023.610.10
  • van de Walle, J. A., Karp, K. S. & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally (8. baskı). Pearson.
  • van den Heuvel-Panhuizen, M. & Elia, I. (2012). Developing a framework for the evaluation of picturebooks that support kindergartners’ learning of mathematics. Research in Mathematics Education, 14(1), 17–47. https://doi.org/10.1080/14794802.2012.657437
  • van den Heuvel-Panhuizen, M. & van den Boogaard, S. (2008). Picture books as an impetus for kindergartners’ mathematical thinking. Mathematical Thinking and Learning, 10(4), 341–373. https://doi.org/10.1080/10986060802425539
  • Wallace, F. H., Clark, K. K. & Cherry, M. L. (2006). How come? What if? So what? Reading in the mathematics classroom. Mathematics Teaching in the Middle School, 12(2), 108–115. https://doi.org/10.5951/MTMS.12.2.0108
  • Wang, F. & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.
  • Wangid, M., Rudyanto, H. & Gunartati, G. (2020). The use of AR-assisted storybook to reduce mathematical anxiety on elementary school students. International Journal of Interactive Mobile Technologies (iJIM), 14(6), 195–204. https://doi.org/10.3991/ijim.v14i06.12285
  • Whitin, D. J. (1992). Explore mathematics through children's literature. School Library Journal, 38(8), 24–28.
  • Wilburne, J. M. & Napoli, M. (2008). Connecting mathematics and literature: An analysis of pre-service elementary school teachers’ changing beliefs and knowledge. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, 2(Pedagogy), 1–10. https://eric.ed.gov/?id=EJ835505
  • Wilson, A. J., Revkin, S. K., Cohen, D., Cohen, L. & Dehaene, S. (2006). An open trial assessment of “The Number Race”, an adaptive computer game for remediation of dyscalculia. Behavioral and Brain Functions, 2(20).
  • Yang, D. C. (2003). Teaching and learning number sense – An intervention study of fifth grade students in Taiwan. International Journal of Science and Mathematics Education, 1(1), 115–134. https://doi.org/10.1023/A:1026164808929
  • Yang, D. C. (2005). Number sense strategies used by 6th-grade students in Taiwan. Educational Studies, 31(3), 317–333. https://doi.org/10.1080/03055690500236845
  • Yang, D. C. & Li, M. N. (2013). Assessment of animated self-directed learning activities modules for children's number sense development. Journal of Educational Technology & Society, 16(3), 44–58.
  • Yang, D. C. & Reys, R. E. (2001). Developing number sense. Mathematics Teaching, 176, 39–41.
  • 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. https://doi.org/10.1080/00220670903383010
  • Yang, D. C., Li, M. N. & Lin, C. I. (2008). The study of the performance of 5th graders in number sense and its relationship to achievement in mathematics. International Journal of Science and Mathematics Education, 6(4), 789–807. https://doi.org/10.1007/s10763-007-9100-0
  • Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19(1), 82-98. https://doi.org/10.1016/j.ecresq.2004.01.001
  • Zawacki-Richter, O., Marín, V. I., Bond, M. & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – Where are the educators? International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0
Toplam 116 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Sınıf Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Berfin Özmen 0009-0000-5858-0675

Mehmet Hayri Sarı 0000-0002-7159-2635

Seyit Ateş 0000-0002-4498-0376

Proje Numarası Yoktur.
Gönderilme Tarihi 6 Ağustos 2025
Kabul Tarihi 20 Kasım 2025
Yayımlanma Tarihi 25 Aralık 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 10 Sayı: 2

Kaynak Göster

APA Özmen, B., Sarı, M. H., & Ateş, S. (2025). İlkokul İkinci Sınıf Öğrencilerinin Sayı Hissi Becerilerini Geliştirmeye Yönelik Yapay Zekâ Destekli Çocuk Edebiyatı Ürünlerinin Tasarımı. Ihlara Eğitim Araştırmaları Dergisi, 10(2), 210-232. https://doi.org/10.47479/ihead.1759491
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