Cebirsel düşünme kavramının ortaokul seviyesinde öğrenilme durumunun araştırılması
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı; 6., 7. ve 8. sınıf öğrencilerinin cebirsel düşünme düzeylerini, cebirsel ifadelerle ilgili kavram yanılgılarını ve anlama düzeylerini belirlemektir. Bu araştırmada, betimsel araştırmalardan gelişimci araştırma yöntemleri kullanılmıştır. Bu çalışma, Doğu Anadolu Bölgesi'nin bir ilinde bulunan devlet okulunda öğrenim gören ortaokul öğrencileri (6., 7. ve 8. sınıf) ile yürütülmüştür. Çalışma grubu 2020-2021 eğitim-öğretim yılının ikinci döneminde ortaokulda öğrenim gören 82 öğrenciden oluşmaktadır. Veri toplama araçları olarak 8 soru 4 Düzeyden oluşan Cebirsel Düşünme Düzeyleri Tespit Formu (CDDTF) ve mülakat kullanılmıştır. Test 6. sınıflardan 33 öğrenciye, 7. sınıflardan 21 öğrenciye ve 8. sınıflardan 28 öğrenciye uygulanmıştır ve ardından mülakatlar uygulanmıştır. Test ve mülakatlardan elde edilen veriler doğrultusunda öğrencilerin cebirsel ifadelerle ilgili olarak 30 adet kavram yanılgısına sahip oldukları, cebirsel düşünme düzeylerinin oldukça düşük oldukları, Düzey-4'e ulaşabilen sadece 3 adet öğrenci olduğunu ve bu öğrencilerinin tamamının kız öğrencileri olduğu görülmüştür. Ayrıca öğrencilerin sınıf seviyeleri arttıkça cebirsel düşünme düzeylerinin de arttığı, kavram yanılgılarının bütün sınıf seviyelerinde görüldüğü tespit edilmiştir. Öğrencilerin yarısına yakınında cebirsel ifadeleri anlamama ya da kavram yanılgısına sahip olduğu belirlenmiştir. Araştırma sonuçlarına dayanarak ortaokul seviyesindeki öğrencilerin aritmetikten cebire gelişte sorunlar yaşadığı, aritmetikten cebire geçemeyenlerin Cebirsel Düşünme Düzeylerinin düşük olduğu ve Cebirsel Anlama düzeylerinin beklenenin altında olduğu görülmüştür. Cinsiyet ile Cebirsel Düşünme Düzeyleri ile Cebirsel Anlama Düzeyleri arasındaki ilişki incelendiğinde kız öğrencilerinin cebirsel düşünme düzeylerinin erkek öğrencilere göre daha yüksek olduğu ve son düzeye ulaşan öğrencilerin tamamının kız öğrenciler olduğu görülmüştür. Bu çalışmada elde edilen sonuçlar doğrultusunda, aritmetikten cebire geçişte sorun yaşayan öğrencilerin cebirsel düşünme düzeylerinin düşük olduğu ve bu yüzden aritmetik ile cebir arasındaki bağın sağlam kurulması gerektiği, bu doğrultuda önemler alınıp çalışmalar yapılması gerektiği önerilerinde bulunulmuştur.
The aim of this study is to determine 6th, 7th and 8th grade students of their algebraical thinking levels, misconceptions related to algebraical terms and their comprehension ability levels. In this study, developmental research method was conducted among the descriptive research methods. The study was conducted with 6th, 7th and 8th grade students who were studying in a governmental secondary school located in East Anatolian Region of Turkey. The research group consisted of 82 students who were studying in the spring semester of 2020-2021 academic year. For the data collection purposes, interviews and Algebraic Thinking Level Determination Form (ATLDF) were used as data collecting tools. The test and interviews were applied to 33 students from 6th grade, 21 students from 7th grade, 28 students from 8th grade. In the light of the data obtained from the tests and interviews the following observations were recorded: the students had 30 different misconceptions, the level of their algebraical thinking were low and there were only 3 students who could reach to Level-4 who were all female students. In addition, it was observed that as the grade level of students increased their algebraical thinking levels increased and that the misconceptions were observed in all the grade levels. It was determined that nearly half of the students had issues related to understanding algebraical terms or had misconceptions. Based on the results of the study conducted, it was observed that the students had problems related to developing from arithmetic to algebra and that the algebraical thinking levels of students, who failed in arithmetic, were low and their comprehension ability were lower than the expectation. When the relation between the gender and the algebraical thinking and comprehension levels were investigated, it was observed that the algebraical thinking level of female students were higher compared to male students and that all the students who reached the final level were female. Based on the results of this study, it was determined that the algebraical thinking level of the students, who had issues related to developing from arithmetic to algebra, were low and for this reason it was suggested that the necessary works should be carried out and the precautions must be taken for the connection between arithmetic and algebra.
The aim of this study is to determine 6th, 7th and 8th grade students of their algebraical thinking levels, misconceptions related to algebraical terms and their comprehension ability levels. In this study, developmental research method was conducted among the descriptive research methods. The study was conducted with 6th, 7th and 8th grade students who were studying in a governmental secondary school located in East Anatolian Region of Turkey. The research group consisted of 82 students who were studying in the spring semester of 2020-2021 academic year. For the data collection purposes, interviews and Algebraic Thinking Level Determination Form (ATLDF) were used as data collecting tools. The test and interviews were applied to 33 students from 6th grade, 21 students from 7th grade, 28 students from 8th grade. In the light of the data obtained from the tests and interviews the following observations were recorded: the students had 30 different misconceptions, the level of their algebraical thinking were low and there were only 3 students who could reach to Level-4 who were all female students. In addition, it was observed that as the grade level of students increased their algebraical thinking levels increased and that the misconceptions were observed in all the grade levels. It was determined that nearly half of the students had issues related to understanding algebraical terms or had misconceptions. Based on the results of the study conducted, it was observed that the students had problems related to developing from arithmetic to algebra and that the algebraical thinking levels of students, who failed in arithmetic, were low and their comprehension ability were lower than the expectation. When the relation between the gender and the algebraical thinking and comprehension levels were investigated, it was observed that the algebraical thinking level of female students were higher compared to male students and that all the students who reached the final level were female. Based on the results of this study, it was determined that the algebraical thinking level of the students, who had issues related to developing from arithmetic to algebra, were low and for this reason it was suggested that the necessary works should be carried out and the precautions must be taken for the connection between arithmetic and algebra.
Açıklama
Lisansüstü Eğitim Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
