2010 Cilt 23 Sayı 1

Permanent URI for this collectionhttps://hdl.handle.net/11452/12235

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    An examination of fourth and fifth graders’ fractional understandings based on mathematical achievement
    (Uludağ Üniversitesi, 2010-04-01) Yazgan, Yeliz; Altun, Murat; Uludağ Üniversitesi/Eğitim Fakültesi/İlköğretim Bölümü.
    The purpose of this experimental study is to investigate whether low, middle and high achieving students could benefit at the same extent from a fraction instruction which was prepared according to basic principles of Socioconstructivism and Realistic Mathematics Education. To this end, an instruction starting with sharing situations, and focusing on group and class discussions was carried out with experimental group. Meanwhile, the students in the control group attended their regular lessons. Both groups were consisted of 27 fourth and 28 fifth grade students. Three tests were administered to the participants: General Mathematical Achievement Test, Fractional Understanding Pre Test and Fractional Understanding Post Test. According to t-test and ANCOVA results, the positive effect of the designed learning environment on fractional understanding of high, middle and low achieving students was substantially similar. Likewise, high, middle and low achievers in the control group also did not show any difference with regard to effect of the traditional learning environment on their fractional understanding.
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    The predictive degree of Anatolian high school 11th grade science students’ mathematics, physics, chemistry, geometry and biology academic achievements on their university entrance examination quantitative scores
    (Uludağ Üniversitesi, 2010-04-01) Dursun, Sema; Alcı, Bülent
    In this research, it is aimed to reveal the predictive degree of Anatolian High School 11th Grade Science students’ mathematics, physics, chemistry, geometry, and biology academic achievements on their University Entrance Examination scores. The descriptive research has a subjects consisted of 858 science class students from nine different Anatolian High Schools. In the research, University Entrance Examination quantitative scores of students in 2007 and their 2006-2007 academic achievement points for mathematics, physics, chemistry, geometry and biology are used as the data set. As a result of the research, it was found that students’ academic grades for mathematics, physics, chemistry, and geometry are significant predictors in explaining their University Entrance Examination quantitative success. Their academic achievement in biology, however, is not a significant predictor in explaining their University Entrance Examination quantitative success.