Okul oncesi cocuklarının doğal kesir bilgilerinin incelenmesi.
Bibliographic record
Abstract
The purpose of this study was to investigate five-year-old children’s informal knowledge about basic fraction concept in terms of part-whole relationship, one-half, one-third and quarter concept. The sample of the study consisted of 27 preschool age children living in Çankaya district of Ankara. The research has been realized by qualitative design and data were collected through interviews in one-to-one settings. The interview questions were prepared by the researcher under the supervision of both early childhood education and mathematics education researchers. Appropriate materials were prepared and used to represent the concepts of halves, thirds and quarters during the interviews. Findings of the study indicated that, most of the five-year-old children had their own understanding about part-whole relationship and half concept based on their informal knowledge which can be considered as meaningful. Furthermore, according to perception of preschool children, half concept was related with the division of whole into two parts. In particular, equality of the parts was not important for preschool children in the half concept. Also, it was observed that, children’s knowledge about quarters was highly related with the concept of half. In addition, preschool children were aware of equal sharing of four parts among four persons through one-to-one matching. On the other hand, results indicated that for-five-year old children, concept of one-third could be considered as difficult.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".