Ortaokul öğrencilerinin eşittir işaretinin anlamına yönelik algıları: Gelişimsel bir araştırma
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma ortaokul 5-8. sınıf öğrencilerinin eşittir işaretine yönelik algılarını incelemek amacıyla yürütülmüştür. Çalışma gelişimsel araştırma modelinde tasarlanmış olup enlemsel türü kullanılmıştır. Çalışmaya Türkiye'nin doğusunda bulunan bir ildeki bir resmi devlet okulunda öğrenim gören gönüllü sekiz öğrenci katılmıştır. Öğrencilerin ikisi 5., ikisi 6., ikisi 7. ve ikisi 8. sınıfta öğrenim görmektedir. Çalışmanın verileri aritmetik, cebir öncesi, orantısal düşünme, cebir, özdeşlik ve cebir problemi içeren 10 açık uçlu soru yardımıyla klinik mülakatla toplanmıştır. Toplanan verilere betimsel analiz yapılmıştır. Bunun için eşittir işaretine yönelik yapılan önceki araştırmalar incelenerek veri analizi için bir çerçeve oluşturulmuş ve bu çerçeve doğrultusunda veriler analiz edilmiştir. Çalışmada ulaşılan sonuçlar öğrencilerin eşittir işaretine yönelik algılarının ilişkisel, denge/aynı ve işlemsel anlamlarında toplandığına işaret etmiştir. Çalışmanın sonuçlarında öğrencilerin aritmetik, cebir öncesi, orantısal ilişki ve cebir sorularında ilişkisel ve işlemsel düşünme olmasına rağmen özellikle denge/aynı anlamına odaklandığı belirlenmiştir. Özdeşlik sorusunda ise öğrencilerin işlemsel ilişkisel ve denge/aynı anlamına dengeli dağıldığı belirlenmiştir. Cebire yönelik problem sorusunda öğrenci cevapları incelendiğinde öğrencilerin ilişkisel düşünme anlamını hiç kullanmadıkları denge/ aynı ve işlemsel anlamlarını kullanıldığı görülmüştür. Çalışmada ulaşılan en özgün ve önemli sonuç ise, önceki araştırmalarda öğrencilerin eşittir işaretini sonuç yaz olarak gördükleri belirlenmesine rağmen bir izleme araştırması özelliği taşıyan bu araştırmada öğrencilerin eşittir işaretini sonuç yaz anlamında düşünmedikleridir. Son yıllarda yapılan araştırmalar ilk ve ortaokullarda erken cebirsel düşünme etkinlikleri yapılmasının bu durumun nedeni olabileceğine işaret etmektedir. Bu bağlamda araştırmacıların erken cebirsel düşünmeye yönelik araştırmalar yürütmesi ve uygulayıcıların sınıflarında erken cebirsel düşünme etkinlikleri yaptırması önerilebilir.
This study was carried out to examine the perceptions of grade 5-8 students toward the equal sign. The study was designed in the developmental research model, and the cross-sectional type was used. Eight volunteer students studying at an official public school in a province in eastern Turkey participated in the study. Two students are in the 5th, two are in the 6th, two are in the 7th, and two are in the 8th grade. The study's data were collected by clinical interview with the help of 10 open-ended questions, including arithmetic, pre-algebraic, proportional thinking, algebra, identity, and algebra problem. Descriptive analysis was performed on the collected data. For this, a framework for data analysis was created by examining previous studies on the equal sign, and the data were analyzed in line with this framework. The results obtained in the study indicated that students' perceptions of the equal sign were gathered in relational, balance/same, and arithmetic-specific meanings. The study results showed that although the students had relational and arithmetic-specific thinking in arithmetic, pre-algebraic, proportional relation, and algebra questions, they mainly focused on the meaning of balance/same. In the question of identity, it was determined that the students were distributed evenly to the relational and balance/same meaning specific to arithmetic. When the student's answers to the algebra problem were examined, it was seen that they never used the meaning of relational thinking but used the meanings of balance/same and arithmetic. The most original and essential result reached in the study is that although it was determined in previous studies that students saw the equal sign as write a result, in this study, which has the characteristics of a follow-up research, the students did not think of the equal sign as writing a result. Recent studies indicate that early algebraic thinking activities in primary and secondary schools may be the reason for this situation. In this context, it can be suggested that researchers conduct research on early algebraic thinking and that practitioners have early algebraic thinking activities in their classrooms.
This study was carried out to examine the perceptions of grade 5-8 students toward the equal sign. The study was designed in the developmental research model, and the cross-sectional type was used. Eight volunteer students studying at an official public school in a province in eastern Turkey participated in the study. Two students are in the 5th, two are in the 6th, two are in the 7th, and two are in the 8th grade. The study's data were collected by clinical interview with the help of 10 open-ended questions, including arithmetic, pre-algebraic, proportional thinking, algebra, identity, and algebra problem. Descriptive analysis was performed on the collected data. For this, a framework for data analysis was created by examining previous studies on the equal sign, and the data were analyzed in line with this framework. The results obtained in the study indicated that students' perceptions of the equal sign were gathered in relational, balance/same, and arithmetic-specific meanings. The study results showed that although the students had relational and arithmetic-specific thinking in arithmetic, pre-algebraic, proportional relation, and algebra questions, they mainly focused on the meaning of balance/same. In the question of identity, it was determined that the students were distributed evenly to the relational and balance/same meaning specific to arithmetic. When the student's answers to the algebra problem were examined, it was seen that they never used the meaning of relational thinking but used the meanings of balance/same and arithmetic. The most original and essential result reached in the study is that although it was determined in previous studies that students saw the equal sign as write a result, in this study, which has the characteristics of a follow-up research, the students did not think of the equal sign as writing a result. Recent studies indicate that early algebraic thinking activities in primary and secondary schools may be the reason for this situation. In this context, it can be suggested that researchers conduct research on early algebraic thinking and that practitioners have early algebraic thinking activities in their classrooms.
Açıklama
Lisansüstü Eğitim Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
