Ortaokul öğrencilerinin matematik dilini anlama ve kullanma becerilerinin incelenmesi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Yapılan araştırmalar matematik öğretmenlerinin, matematiksel kavramların evrensel olması ve genellikle sayısal örneklerle açıklanması nedeniyle, diğer alanlara göre matematik öğreniminin dile daha az bağımlı olduğuna inandıklarını göstermiştir. Bu nedenle, birçok matematik öğretmeni matematiğe özgü bazı kavram, kelime ve notasyonu öğretiyor olsa da genellikle öğrencilere matematiksel olarak okumayı, yazmayı veya konuşmayı açıkça öğretmezler. Ancak matematik ve dil arasındaki ilişki, matematik öğrenen çoğu öğrenci için ayrılmaz ikilidir. Bu nedenle öğrencilerin matematik dilini anlamalarına yönelik araştırmalar yürütülmesi önemli görülmektedir. Bu araştırma ortaokul öğrencilerinin matematik dilini anlama ve kullanma becerilerini incelemek amacıyla yürütülmüştür. Çalışmada nicel araştırma desenlerinden tarama modeli kullanılmıştır. Çalışmaya 324'ü ilçe merkezinde, 85'i köyde olmak üzere toplam 409 ortaokul öğrencisi katılmıştır. Çalışmanın verileri "Matematik Dilini Anlama ve Kullanma Ölçeği" ile toplanmıştır. Toplanan verilerin analizinde betimsel istatistik ve kestirimsel istatistik kullanılmıştır. Betimsel istatistik ile öğrencilerin mevcut durumları sunulmuş, kestirimsel istatistik ile matematik dilini anlama ve kullanma becerilerini etkileyen değişkenler belirlenmiştir. Çalışmanın sonucunda ortaokul öğrencilerinin matematik dilini anlama ve kullanma becerilerinin öğrencilerin cinsiyetlerine göre anlamlı farklılık göstermezken; öğrencilerin öğrenim gördüğü yer ve sınıf düzeylerine göre anlamlı farklılık gösterdiği belirlenmiştir. Ayrıca öğrencilerin Türkçe ve matematik dersi son dönem puanı ile matematik dilini anlama ve kullanma becerileri arasında pozitif yönde anlamlı bir ilişkinin olduğu sonucuna ulaşılmıştır.
The mathematics education literature has shown that mathematics teachers believe mathematics learning is less dependent on language than other fields because mathematical concepts are universal and usually explained with numerical examples. Therefore, although many math teachers teach some math-specific concepts, vocabulary, and notation, they often need to explicitly teach students to read, write, or speak mathematically. However, the relationship between mathematics and language is inseparable for most mathematics students. For this reason, it is considered essential to research students' understanding of the language of mathematics. This research was conducted to examine secondary school students' ability to understand and use the language of mathematics. In the study, a survey model, one of the quantitative research designs, was used. Four hundred nine middle school students, 324 in the district centre and 85 in the village participated in the study. The study data were collected with the "The Scale of Comprehension and Use of Mathematics Language." Descriptive and inferential statistics were used to analyze the collected data. The current situation of the students was presented with descriptive statistics, and the variables affecting the ability to comprehend and use the language of mathematics were determined with predictive statistics. The result of the study shows that while middle school students' comprehension and use of mathematics language did not differ significantly according to the gender of the students, there are significant differences according to the place and class levels of the students. In addition, it was concluded that there is a positive and significant relationship between the students' Turkish and mathematics course final semester scores and their ability to understand and use the language of mathematics.
The mathematics education literature has shown that mathematics teachers believe mathematics learning is less dependent on language than other fields because mathematical concepts are universal and usually explained with numerical examples. Therefore, although many math teachers teach some math-specific concepts, vocabulary, and notation, they often need to explicitly teach students to read, write, or speak mathematically. However, the relationship between mathematics and language is inseparable for most mathematics students. For this reason, it is considered essential to research students' understanding of the language of mathematics. This research was conducted to examine secondary school students' ability to understand and use the language of mathematics. In the study, a survey model, one of the quantitative research designs, was used. Four hundred nine middle school students, 324 in the district centre and 85 in the village participated in the study. The study data were collected with the "The Scale of Comprehension and Use of Mathematics Language." Descriptive and inferential statistics were used to analyze the collected data. The current situation of the students was presented with descriptive statistics, and the variables affecting the ability to comprehend and use the language of mathematics were determined with predictive statistics. The result of the study shows that while middle school students' comprehension and use of mathematics language did not differ significantly according to the gender of the students, there are significant differences according to the place and class levels of the students. In addition, it was concluded that there is a positive and significant relationship between the students' Turkish and mathematics course final semester scores and their ability to understand and use the language of mathematics.
Açıklama
Lisansüstü Eğitim Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
