Yedinci sınıf öğrencilerine verilen matematik okuryazarlığı eğitiminin planlanması, uygulanması ve değerlendirilmesi
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Date
2019-09-16
Authors
Karakaş, Ayşegül
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Çağın gereklerine göre bireylerin düşünme becerileri, ilgi ve tutumlarında değişime ihtiyaç duyulmaktadır. 20. yüzyılda değişen bireylerde matematik okuryazarı olması ön plana çıkmıştır. 21. yüzyılda PISA ile ülkemizdeki matematik okuryazarı bireylerin yetiştirilemediği gerçeği gözler önüne serilmiştir. Bu durum matematik okuryazarlığı becerisini geliştirme ihtiyacını ortaya çıkarmıştır. Bu amaçla tez kapsamında matematik okuryazarlığı becerisini geliştirebilmek için 12 haftalık süreci kapsayan gerçekçi matematik eğitimini esas alarak matematik okuryazarlığı öğretimi ders dizileri hazırlanmıştır. Bu çalışmanın amacı, ortaokul yedinci sınıf öğrencilerine verilen matematik okuryazarlığı eğitimi içerisinde günlük hayatla ilişkilendirilen problemlere yer verilmesinin, grup çalışması yapılarak tartışma ortamları içerisinde problemlerin çözümlenmesinin, öğrencilerin matematik okuryazarlığı başarısına etkisini ortaya koymaktır. Bununla beraber sekiz ay sonra yapılan kalıcılık testine göre kalıcı öğrenme gerçekleşip gerçekleşmediğini belirlemektir. Ayrıca öğrencilerin matematiğe yönelik tutumlarındaki, motivasyonlarındaki değişimleri incelemek ve etkinliklere katılımlarını akademik katılım olarak değerlendirmektir. Çalışma, Bursa'daki bir devlet ortaokulunun yedinci sınıfına giden 38 öğrenci üzerinde gerçekleştirilmiştir. Bu çalışmada eylem araştırma yöntemi kullanılmıştır. Araştırmada deney grubuna on iki hafta boyunca matematik okuryazarlığı eğitimi verilmiş, kontrol grubunda ise matematik öğretim programında yer alan ilkelere bağlı kalınarak deney grubunda yapılan çalışmalara yer verilmeyerek öğretime devam edilmiştir. Öğrencilere Matematik Okuryazarlığı Testi için ön test ve son test soruları on iki haftalık uygulama sürecinde öğrenciler tarafından hatırlanarak yapılmasını engellemek adına birbirinden farklı olacak şekilde hazırlanmıştır. Kalıcılık testi sekiz ay sonra uygulandığından hatırlanarak yapılmasının güç olacağından son test soruları kullanılmıştır. Yapılan uygulamanın öğrencilerin derse karşı motivasyonlarında belirlemek için deney ve kontrol gruplarına matematik motivasyon ölçeği uygulanmıştır. Öğrencilerin etkinliklere katılımları değerlendirebilmek için ön test uygulandıktan sonraki on hafta boyunda haftalık on puan üzerinden değerlendirmeye tabi tutulmuştur. Son olarak eğitim sonunda öğrencilerden eğitim süreci ile ilgili duygu ve düşüncelerini anlatabilmeleri için birer mektup yazmaları istenmiş ve bu mektuplar içerik analizine tabi tutulmuşlardır. Elde edilen bulgular sonucunda matematik okuryazarlığı eğitiminde kullanılan gerçekçi matematik eğitimi, işbirlikli öğrenme yöntemi ve akran destekli öğretim tekniğinin, yedinci sınıf öğrencilerinin matematik okuryazarlığı başarılarını anlamlı derecede arttırdığı görülmüştür. Uygulama tamamlandıktan sekiz ay sonra yapılan kalıcılık testinde matematik okuryazarlığı eğitimi verilen öğrenci grubunda kalıcı öğrenme sağlandığı belirlenmiştir. Öğrencilerin uygulama sonucunda matematiğe karşı olumlu tutum geliştirdikleri gözlemlemiştir. Etkinliklere katılım değerlendirmesi yapılan deney grubu öğrencilerinin %68'nin öğretim sürecine aktif olarak katılım sağladığı, bu katılım akademik katılım olarak incelenerek başarıyı arttırdığı tespit edilmiştir. Oluşturulan ders dizilerinin öğrencilerin motivasyonları üzerinde etkili olmadığı belirlenmiştir. Çalışmanın sonunda öğrencilerden toplanan mektuplardan elde edilen içerikler iki kategori altında duyuşsal ve bilişsel öğrenme şeklinde toplanarak öğrencilerin %79'nun olumlu görüş bildirdiği saptanmıştır.
There is a need for change in the thinking skills, interests and attitudes of individuals according to the requirements of the age. In the 20th century, mathematics literacy has come to the fore. In the 21st century, PISA revealed the fact that mathematics literate individuals in our country could not be raised. This situation revealed the need to develop mathematical literacy skills. For this purpose, in order to develop mathematical literacy skills, mathematics literacy teaching course series were prepared based on realistic mathematics education covering 12 weeks. The aim of this study is to reveal the effects of the problems related to daily life in the mathematics literacy education given to the seventh grade students in the middle school, and to solve the problems in the discussion environments through group work and to the students' success in mathematics literacy. However, according to the permanence test performed eight months later, it is to determine whether permanent learning has occurred. In addition, students' attitudes towards mathematics, to examine the changes in motivation and participation in activities to evaluate academic participation. The study was conducted on 38 students attending seventh grade of a public secondary school in Bursa. In this study, action research method was used. In this study, action research method was used. In this research, mathematical literacy training was given to the experimental group for 12 weeks, while the control group continued teaching according to the principles in the mathematics teaching program. The pre-test and post-test questions for the Mathematical Literacy Test were prepared to be different from each other in order to prevent them from being remembered by the students during the twelve-week application process. Since the permanence test was carried out eight months later, the final test questions were used because it would be difficult to remember. The mathematical motivation scale was applied to experimental and control groups in order to determine the students' motivation towards the lesson. In order to evalua-te students' participation in the activities, they were subjected to weekly evaluation after the pre-test. Finally, at the end of the training, the students were asked to write a letter to explain their feelings and thoughts about the educational process and these letters were subjected to content analysis. As a result of the findings, it was seen that realistic mathematics education, cooperative learning method and peer assisted teaching technique used in mathematics literacy education significantly increased the mathematics literacy achievement of seventh grade students. In the permanence test conducted eight months after the completion of the application, it was determined that permanent learning was provided in the group of students who were given mathematics literacy training. It was observed that students developed positive attitude towards mathematics as a result of the application. It was found that 68% of the experimental group students who participated in the activities were actively involved in the teaching process, and this participation was examined as academic participation and it was found that this participation increased the success. It was determined that the course series did not affect the motivation of the students. At the end of the study, it was found that the content obtained from the letters collected from the students was collected under two categories as affective and cognitive learning and 79% of the students reported positive opinion.
There is a need for change in the thinking skills, interests and attitudes of individuals according to the requirements of the age. In the 20th century, mathematics literacy has come to the fore. In the 21st century, PISA revealed the fact that mathematics literate individuals in our country could not be raised. This situation revealed the need to develop mathematical literacy skills. For this purpose, in order to develop mathematical literacy skills, mathematics literacy teaching course series were prepared based on realistic mathematics education covering 12 weeks. The aim of this study is to reveal the effects of the problems related to daily life in the mathematics literacy education given to the seventh grade students in the middle school, and to solve the problems in the discussion environments through group work and to the students' success in mathematics literacy. However, according to the permanence test performed eight months later, it is to determine whether permanent learning has occurred. In addition, students' attitudes towards mathematics, to examine the changes in motivation and participation in activities to evaluate academic participation. The study was conducted on 38 students attending seventh grade of a public secondary school in Bursa. In this study, action research method was used. In this study, action research method was used. In this research, mathematical literacy training was given to the experimental group for 12 weeks, while the control group continued teaching according to the principles in the mathematics teaching program. The pre-test and post-test questions for the Mathematical Literacy Test were prepared to be different from each other in order to prevent them from being remembered by the students during the twelve-week application process. Since the permanence test was carried out eight months later, the final test questions were used because it would be difficult to remember. The mathematical motivation scale was applied to experimental and control groups in order to determine the students' motivation towards the lesson. In order to evalua-te students' participation in the activities, they were subjected to weekly evaluation after the pre-test. Finally, at the end of the training, the students were asked to write a letter to explain their feelings and thoughts about the educational process and these letters were subjected to content analysis. As a result of the findings, it was seen that realistic mathematics education, cooperative learning method and peer assisted teaching technique used in mathematics literacy education significantly increased the mathematics literacy achievement of seventh grade students. In the permanence test conducted eight months after the completion of the application, it was determined that permanent learning was provided in the group of students who were given mathematics literacy training. It was observed that students developed positive attitude towards mathematics as a result of the application. It was found that 68% of the experimental group students who participated in the activities were actively involved in the teaching process, and this participation was examined as academic participation and it was found that this participation increased the success. It was determined that the course series did not affect the motivation of the students. At the end of the study, it was found that the content obtained from the letters collected from the students was collected under two categories as affective and cognitive learning and 79% of the students reported positive opinion.
Description
Keywords
Matematik okuryazarlığı, Motivasyon, Kalıcılık, Mathematical literacy, Motivation, Permanence
Citation
Karakaş, A. (2020). Yedinci sınıf öğrencilerine verilen matematik okuryazarlığı eğitiminin planlanması, uygulanması ve değerlendirilmesi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimler Enstitüsü.