Altıncı sınıf öğrencilerinin matematiksel problem çözmedeki stratejik esneklikleri ve bu konuyla ilgili öğretmen görüşleri
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Date
2019-09-13
Authors
Karabulut, Tuğba
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Bu araştırmanın amacı, 6. sınıf öğrencilerinin sıradışı problem çözmedeki stratejik esnekliklerini belirlemek, verilen deneysel eğitimin strateji esnekliğine etkisini gözlemlemek, bunun yanı sıra ilköğretim matematik öğretmenlerinin öğrencilerin stratejik esnekliğe ne kadar sahip olduğu ile ilgili tahmin ve görüşlerini belirlemektir. Çalışmada ön test-son test kontrol gruplu deneysel model kullanılmıştır. Deneysel kısmında; 2016-2017 eğitim-öğretim yılının ikinci döneminde, Bursa'da bir ortaokulda, toplam 204 altıncı sınıf öğrencisi ile çalışılmıştır. Öğrencilere farklı stratejilerin kullanımını gerektiren 10 sıradışı problem içeren bir ön test uygulanmıştır. Ön test uygulanmadan önce, katılımcılara uygunluğunu belirleyebilmek için aynı okulda 7. sınıf öğrencileri üzerinde test edilmiştir. Bu test, katılımcıların mevcut strateji kullanımları ve stratejik esnekleri ile ilgili genel bir fikir sahibi olmak için kullanılmıştır. Daha sonra, ön teste katılan öğrenciler içerisinden her biri 38 öğrenciden oluşan deney ve kontrol grubu oluşturulmuştur. Bundan sonra, deney grubuna problem çözümünde stratejik esneklik üzerine odaklanan 16 ders saati boyunca eğitim verilmiştir. Deneysel eğitimin sonunda çalışmaya katılan tüm öğrencilere ön teste benzer nitelikte bir son test uygulanmıştır. Ayrıca, son testten elde edilen veriler dâhilinde deneysel eğitimin stratejik esnekliği geliştirip geliştirmediği belirlenmeye çalışılmıştır. Araştırmanın öğretmen görüşleri kısmında; farklı okullarda çalışan 5 matematik öğretmeni ile yarı yapılandırılmış görüşmeler yapılmış, kendi öğrencilerinin stratejik esnekliğe ne kadar sahip olduklarına dair tahmin ve görüşleri alınmıştır. Görüşlerin değerlendirilmesi için içerik analizi kullanılmıştır. Çalışmanın bu kısmı öğretmenlerin esneklik hakkındaki görüşleriyle öğrencilerin esneklik düzeylerinin benzerlik ya da farklılıklarını görebilmektir. Bulgulara göre; öğrencilerin büyük bir kısmının, problem çözmede zayıf düzeyde stratejik esnekliğe sahip olduğu, ancak verilen eğitimin öğrencilerin problem çözmedeki stratejik esnekliklerini olumlu yönde etkilediği sonucuna ulaşılmıştır. Öğretmen görüşlerine göreyse; öğretmenlerin birçoğunun stratejik esnekliğe yeteri kadar önem vermediği, öğrencilerin de bu konuda isteksiz ve ön yargılı olduğu, ancak yapılacak değişimlerle beraber esnek problem çözücüler yetiştirilebileceği sonucuna ulaşılmıştır.
The aim of this study is to determine the strategic flexibility of 6th grade students in solving non-routine problems, to observe the effect of experimental instruction on strategy flexibility, as well as to determine the predictions and opinions of middle school mathematics teachers about how much students have strategic flexibility. In the study, experimental model with pre-test and post-test control group was used. In the experimental part; In the second semester of 2016-2017 academic year, a total of 204 sixth grade students study in a secondary school in Bursa. A pre-test with 10 unusual problems requiring the use of different strategies was applied to the students. Before the pre-test, it was tested on 7th grade students at the same school to determine suitability for the participants. This test was used to gain a general understanding of the participants' current strategy use and strategic flexibility. Then, an experimental and control group consisting of 38 students were formed. The experimental group was then trained for 16 lessons focusing on strategic flexibility in problem solving. At the end of the experimental training, a posttest similar to the pre-test was applied to all students who participated in the study. In addition, it has been tried to determine whether experimental training improves strategic flexibility within the data obtained from the post-test. In the opinions of teachers; semi-structured interviews were conducted with 5 mathematics teachers working in different schools and their students' predictions and opinions about their strategic flexibility were obtained. Content analysis was used to evaluate the opinions. This part of the study is to see the similarities or differences between teachers 'opinions about flexibility and students' level of flexibility. According to the findings; It was concluded that the majority of students had a weak level of strategic flexibility in problem solving, but the education positively affected the students' strategic flexibility in problem solving. According to the views of teachers; It was concluded that most of the teachers did not give enough importance to strategic flexibility, the students were reluctant and prejudiced about this issue, but flexible problem solvers could be raised with the changes to be made.
The aim of this study is to determine the strategic flexibility of 6th grade students in solving non-routine problems, to observe the effect of experimental instruction on strategy flexibility, as well as to determine the predictions and opinions of middle school mathematics teachers about how much students have strategic flexibility. In the study, experimental model with pre-test and post-test control group was used. In the experimental part; In the second semester of 2016-2017 academic year, a total of 204 sixth grade students study in a secondary school in Bursa. A pre-test with 10 unusual problems requiring the use of different strategies was applied to the students. Before the pre-test, it was tested on 7th grade students at the same school to determine suitability for the participants. This test was used to gain a general understanding of the participants' current strategy use and strategic flexibility. Then, an experimental and control group consisting of 38 students were formed. The experimental group was then trained for 16 lessons focusing on strategic flexibility in problem solving. At the end of the experimental training, a posttest similar to the pre-test was applied to all students who participated in the study. In addition, it has been tried to determine whether experimental training improves strategic flexibility within the data obtained from the post-test. In the opinions of teachers; semi-structured interviews were conducted with 5 mathematics teachers working in different schools and their students' predictions and opinions about their strategic flexibility were obtained. Content analysis was used to evaluate the opinions. This part of the study is to see the similarities or differences between teachers 'opinions about flexibility and students' level of flexibility. According to the findings; It was concluded that the majority of students had a weak level of strategic flexibility in problem solving, but the education positively affected the students' strategic flexibility in problem solving. According to the views of teachers; It was concluded that most of the teachers did not give enough importance to strategic flexibility, the students were reluctant and prejudiced about this issue, but flexible problem solvers could be raised with the changes to be made.
Description
Keywords
Matematiksel problem çözme, Problem, Problem çözme stratejileri, Sıradışı problemler, Stratejik esneklik, Mathematical problem solving, Problem, Problem solving strategies, Strategic flexibility, Unusual problems
Citation
Karabulut, T. (2019). Altıncı sınıf öğrencilerinin matematiksel problem çözmedeki stratejik esneklikleri ve bu konuyla ilgili öğretmen görüşleri. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimler Enstitüsü.