Etnomatematik etkinliklerinin 6. sınıf öğrencilerinin problem çözme tutumlarına etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırmanın amacı etnomatematik etkinliklerinin 6. sınıf öğrencilerinin problem çözme tutumlarına etkisini incelemek ve etnomatematiğin dahil edildiği problem çözme etkinliklerine yönelik öğrenci görüşlerini belirlemektir. 2023-2024 eğitim öğretim yılı güz döneminde Samsun ili Ayvacık ilçesinde bir ortaokulda öğrenim gören 6. sınıf öğrencilerinden amaçlı örnekleme yöntemi ile seçilen 40 öğrenci araştırmanın örneklemini oluşturmaktadır. Bu araştırmada nitel ve nicel verilerin birlikte kullanılarak yorumlanmasına dayalı karma araştırma modeli kullanılmıştır. Karma araştırma yönteminin kullanılmasının nedeni nicel araştırma yöntemi ile nitel araştırma yönteminin birlikte daha iyi açıklayabildiği problemlere çözüm bulmaktır. Bu araştırmada etnomatematik etkinliklerinin problem çözme tutumuna etkisini incelemede nitel ve nicel verilerin birbirini destekleme durumlarından faydalanmak amacıyla karma araştırma deseni olarak açıklayıcı desen kullanılmıştır. Araştırmanın nitel kısmında veri toplama aracı olarak, etnomatematik etkinliklerinin matematik öğretiminde kullanılmasına yönelik öğrenci görüşlerini irdeleyen ve araştırmacı tarafından hazırlanan görüşme formu kullanılmıştır. Nicel veriler ise Matematik Problemi Çözme Tutum Ölçeği (MPÇTÖ) yoluyla toplanmıştır. Veri toplama süreci deney ve kontrol grubu öğrencilerine ön test olarak MPÇTÖ'nin uygulanmasıyla başlamıştır. Ardından haftada iki saat olacak şekilde 3 hafta boyunca etnomatematik etkinlikleri deney grubu öğrencilerine uygulanmış, kontrol grubu ise standart öğretime devam etmiştir. Uygulama sonunda MPÇTÖ son test olarak deney ve kontrol gruplarına tekrar uygulanmış ve deney grubu öğrencilerinden seçilen gönüllü 10 öğrenci ile görüşmeler yapılmıştır. MPÇTÖ'nden elde edilen veriler SPSS paket programına aktarılarak bağımsız gruplar t-testi ve bağımlı örneklemler t-testi ile analiz gerçekleştirilmiştir. Nitel veriler ise içerik analizi yoluyla analiz edilmiştir. Araştırma sonucunda deney ve kontrol grubunun ön test puanları arasında anlamlı bir fark görülmezken, son test puanları arasında anlamlı bir fark görülmüştür. Öğrenci görüşmelerinden elde edilen veriler bu bulguları destekler niteliktedir. Öğrenciler görüş olarak etnomatematik etkinlikleriyle problem çözmeye dair duygu, düşünce ve yaklaşımlarında olumlu değişimler bildirmişlerdir. Elde edilen bu bulgular bağlamında etnomatematik etkinliklerinin 6. Sınıf öğrencilerinin problem çözme tutumlarına olumlu bir etkisi olduğu söylenebilir. Bu etkilerin içeriği ve nedenleri elde edilen nitel veriler ışığında tartışılmıştır.
The aim of the study is to examine the effects of ethnomathematics activities on the problem-solving attitudes of 6th-grade students and to determine student opinions on problem-solving activities that incorporate ethnomathematics. 40 6th grade students studying in a secondary school in Ayvacık district of Samsun province in the fall semester of the 2023-2024 academic year, selected by purposeful sampling method, constitute the sample of the research. In this research, a mixed research model was used based on the interpretation of qualitative and quantitative data together. The reason for using the mixed research method is to find solutions to problems that are better explained by combining quantitative and qualitative research methods. In this study, an explanatory design was employed as a mixed research method to examine the impact of ethnomathematics activities on problem-solving attitudes, leveraging the complementary nature of qualitative and quantitative data. As a data collection tool for the qualitative data of the study, an interview form prepared by the researcher, which examining students' opinions on the use of applied ethnomathematics activities in mathematics teaching, was used. Quantitative data were collected using the Mathematics Problem-Solving Attitude Scale (MPSAS). The data collection process started with the application of MPSS to the students in the experimental and control groups as a pre-test. Ethnomathematics activities were applied to the students of the experimental group for two hours a week during three weeks and the control group continued their standard education. At the end of the application, MPSAS was applied to the experimental and control group students as a post test, and 10 volunteer students selected from the experimental group were interviewed. The data obtained from MPSAS were transferred to the SPSS package program and analyzed with independent samples t-test and dependent samples t-test. C Analysis of qualitative data was done via content analysis. As a result of the research, while there was no significant difference between the pre-test scores of the experimental and control group students, there was a significant difference between the post-test scores. Data obtained from student interviews support these findings. Students reported positive changes in their feelings, thoughts, and approaches to problem-solving through ethnomathematics activities. In this context, it can be said that ethnomathematics activities have a positive impact on the problem-solving attitudes of 6th-grade students. The content and reasons for these effects were discussed in light of the qualitative data obtained.
The aim of the study is to examine the effects of ethnomathematics activities on the problem-solving attitudes of 6th-grade students and to determine student opinions on problem-solving activities that incorporate ethnomathematics. 40 6th grade students studying in a secondary school in Ayvacık district of Samsun province in the fall semester of the 2023-2024 academic year, selected by purposeful sampling method, constitute the sample of the research. In this research, a mixed research model was used based on the interpretation of qualitative and quantitative data together. The reason for using the mixed research method is to find solutions to problems that are better explained by combining quantitative and qualitative research methods. In this study, an explanatory design was employed as a mixed research method to examine the impact of ethnomathematics activities on problem-solving attitudes, leveraging the complementary nature of qualitative and quantitative data. As a data collection tool for the qualitative data of the study, an interview form prepared by the researcher, which examining students' opinions on the use of applied ethnomathematics activities in mathematics teaching, was used. Quantitative data were collected using the Mathematics Problem-Solving Attitude Scale (MPSAS). The data collection process started with the application of MPSS to the students in the experimental and control groups as a pre-test. Ethnomathematics activities were applied to the students of the experimental group for two hours a week during three weeks and the control group continued their standard education. At the end of the application, MPSAS was applied to the experimental and control group students as a post test, and 10 volunteer students selected from the experimental group were interviewed. The data obtained from MPSAS were transferred to the SPSS package program and analyzed with independent samples t-test and dependent samples t-test. C Analysis of qualitative data was done via content analysis. As a result of the research, while there was no significant difference between the pre-test scores of the experimental and control group students, there was a significant difference between the post-test scores. Data obtained from student interviews support these findings. Students reported positive changes in their feelings, thoughts, and approaches to problem-solving through ethnomathematics activities. In this context, it can be said that ethnomathematics activities have a positive impact on the problem-solving attitudes of 6th-grade students. The content and reasons for these effects were discussed in light of the qualitative data obtained.
Açıklama
Lisansüstü Eğitim Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Matematik, Mathematics
