Bağlamsal problemlerin çözümünde öğrenci hatalarının incelenmesi ve çözüm önerileri
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Date
2020-06-12
Authors
Dündar, Tuğba
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Değişen dünyanın gerektirdiği insan yeterliliklerinden en önemlisi var olan bilgiyi değişen çevre ve koşullara bağlı olarak dönüştürebilmek, bu bilgiyi kullanılır ve işe yarar hale getirebilmektir. Bu nedenle matematiği etkin bir şekilde kullanmak son derece önemlidir. Matematiği etkin bir şekilde kullanmanın önemli göstergelerinden biri günlük hayatta karşılaşılan sorunlara çözüm bulabilmektir. Bu nedenle öğrencilere sadece matematiksel işlem becerisi kazandırmak yerine; karşılaşılan bir problem durumunu anlayan, dönüştüren ve buna uygun bir çözüm üreten bireyler yetiştirmek son derece önemlidir. Bu varsayımdan hareketle bu çalışmanın amacı günlük hayat ile matematik arasında köprü niteliğinde olan bağlamsal problemlerin çözümünde öğrencilerin yaptıkları hataları incelemektir. Çalışma iki aşamada gerçekleştirilmiştir. İlk olarak bağlamsal problemler ön testi ile öğrencilerin yaptıkları hatalar Newman Hata Analiz Yöntemi ile analiz edilmiş, bu analiz sonucundan çıkan sonuca göre öğrencilerin zorlandıkları durumlar tespit edilerek, 10 haftalık ders içi problem çözme öğretimi planlanmıştır. Ders içi problem çözme öğretimin amacı ise öğrencilerin bağlamsal problemlerde zorlandıkları noktaları süreç içinde daha ayrıntılı inceleyebilmek, günlük hayat bağlamını problemlere ne şekilde aktardıklarını gözlemleyebilmektir. Öğrenci çalışma kağıtları, ders içi video kayıtlarının transkripti betimsel analiz yöntemi ile analiz edilmiştir. Araştırma nitel araştırma yöntemlerinden durum çalışması olup, katılımcılar 7. ve 8. sınıf öğrencilerinden oluşmaktadır. Araştırmanın sonunda ise öğrencilerle görüşmeler yapılmış, ses kayıtlarından elde edilen veriler içerik analizine tabi tutulmuştur. Araştırma sonucu olarak öğrencilerin en fazla hatayı anlama ve dönüştürme aşamasında yaptıkları, özellikle anlama aşamasında ilgili bilgiyi seçmede zorlanma, dönüştürme aşamasında bağlamı göz ardı etme veya bağlam bağlam bilgisini çok fazla hesaba katarak problemi gerekli matematiksel forma dönüştürememe gözlenmiştir. Her bir bağlamsal problem üzerinden günlük hayat bilgisinin problemlerdeki kolaylaştırıcı veya zorlaştırıcı etkisi tespit edilmeye çalışılmıştır. Araştırmanın son aşamasında öğretim faaliyetlerine ve araştırmacılara çeşitli önerilerde bulunulmuştur.
The most important of the human competencies required by the changing world is to transform the existing information depending on the changing environment and conditions, to make this information used and useful. For this reason, it is extremely important to use math effectively. One of the important indicators of using mathematics effectively is to find solutions to the problems encountered in daily life. Hence, instead of giving students only mathematical processing skills, it is extremely important to raise individuals who understand, transform and find a suitable solution to the problem encountered. Based on this assumption, the purpose of this study is to examine students' mistakes in solving contextual problems that act as a bridge between daily life and mathematics. The study was carried out in two stages. Firstly, the mistakes made by the students with the contextual problems pretest were analyzed with the Newman Error Analysis Method. 10-week in class problem-solving teaching schedule was planned by determining the difficulties of the students based on the results obtained from this analysis. The aims of in-class problem solving teaching are to examine the difficulties that students have in contextual problems in more detail in the process and to observe how they transfer the daily life context to the problems. Student worksheets and transcripts of in-class video recordings were analyzed with descriptive analysis method. This qualitative research uses case study research design, and the participants are 7th and 8th grade students. At the end of the research, interviews were conducted with the students, and the data obtained from the audio recordings were subjected to content analysis. As a result of the research, it was observed that the students did made more mistakes in the stage of understanding and transforming, especially the difficulty in choosing the relevant information at the stage of understanding, ignoring the context at the conversion stage and not being able to transform the problem into the required mathematical form by taking the context information into account. The facilitating or compelling effect of daily life information on the problems was tried to be determined through each contextual problem. At the last stage of the research, various suggestions were made for the teaching practices and researchers.
The most important of the human competencies required by the changing world is to transform the existing information depending on the changing environment and conditions, to make this information used and useful. For this reason, it is extremely important to use math effectively. One of the important indicators of using mathematics effectively is to find solutions to the problems encountered in daily life. Hence, instead of giving students only mathematical processing skills, it is extremely important to raise individuals who understand, transform and find a suitable solution to the problem encountered. Based on this assumption, the purpose of this study is to examine students' mistakes in solving contextual problems that act as a bridge between daily life and mathematics. The study was carried out in two stages. Firstly, the mistakes made by the students with the contextual problems pretest were analyzed with the Newman Error Analysis Method. 10-week in class problem-solving teaching schedule was planned by determining the difficulties of the students based on the results obtained from this analysis. The aims of in-class problem solving teaching are to examine the difficulties that students have in contextual problems in more detail in the process and to observe how they transfer the daily life context to the problems. Student worksheets and transcripts of in-class video recordings were analyzed with descriptive analysis method. This qualitative research uses case study research design, and the participants are 7th and 8th grade students. At the end of the research, interviews were conducted with the students, and the data obtained from the audio recordings were subjected to content analysis. As a result of the research, it was observed that the students did made more mistakes in the stage of understanding and transforming, especially the difficulty in choosing the relevant information at the stage of understanding, ignoring the context at the conversion stage and not being able to transform the problem into the required mathematical form by taking the context information into account. The facilitating or compelling effect of daily life information on the problems was tried to be determined through each contextual problem. At the last stage of the research, various suggestions were made for the teaching practices and researchers.
Description
Keywords
Bağlamsal problem, Matematik eğitimi, Newman’ın Hata Analizi, Contextual problem, Mathematics education, Newman 's error analysis
Citation
Dündar, T. (2020). Bağlamsal problemlerin çözümünde öğrenci hatalarının incelenmesi ve çözüm önerileri. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.