Sekizinci sınıf öğrencilerine verilen matematik okuryazarlığı eğitiminin planlanması, uygulanması ve değerlendirilmesi
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Date
2019-09-03
Authors
Karakaş, Tahsin
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Dünyada gerçekleştirilen sınavlarda elde edilen sonuçlar incelendiğinde, Türk öğrencilerin matematik okuryazarlığı ile ilgili sorularda başarısız olduğu açıkça görülmektedir.Bu çalışmanın amacı, sekizinci sınıf öğrencilerine verilen matematik okuryazarlığı eğitiminin öğrencilerdeki matematik okuryazarlığı başarısına etkisini belirlemek ve öğrencilerin matematiğe karşı tutum ve motivasyonlarındaki farklılaşmaları incelemektir.Çalışma Bursa'nın Harmancık ilçesindeki bir devlet ortaokulun sekizinci sınıfında öğrenim gören 29 öğrenci üzerinde gerçekleştirilmiştir.Yöntem olarak eylem araştırması yöntemi kullanılmıştır.Birinci kısmında öntest ve sontest kontrol gruplu model uygulanmıştır. Gruplar seçkisiz atamayla deney ve kontrol grubu olarak belirlenmiştir. İkinci kısmında ise deney grubundaki öğrencilerden yapılan çalışma ile ilgili veri toplanmıştır.Çalışmada deney grubuna 3 ay (12 hafta) süresince matematik okuryazarlığı eğitimi verilmiş, kontrol grubunda ise matematik öğretim programındaki ilkelerin dışına çıkılmadan öğretime devam edilmiştir.Deney ve kontrol grubuna uygulanması için eş değer formlar yöntemiyle hazırlanan Matematik Okuryazarlığı Testi, eğitim öncesinde ön test ve eğitim sonrasında son test olacak şekilde gerçekleştirilmiştir. Ayrıca deney grubundaki öğrencilerinden 12 hafta boyunca her dersin sonunda o günkü ders süreci ile ilgili birkaç cümleden oluşan matematik günlüğü yazmaları istenmiştir. Öğrencilerin tutmuş oldukları matematik günlüklerini desteklemek amacıyla, araştırmacının kendisi tarafından oluşturulan sınıf içi gözlem formu da her hafta uygulama sürecinde araştırmacı tarafından doldurulmuştur. Bu günlükler ve sınıf içi gözlem formu ile toplanan veriler araştırmacının kendisi tarafından haftalık rapor haline getirilerek analiz yapılmıştır. 12 haftalık eğitim bittikten sonra deney grubu öğrencilerinden eğitim sürecinde hisssettiklerini belirten birer mektup yazmaları istenerek, mektuplar ve günlükler daha sonra araştırmacı tarafından içerik analizine tabi tutulmuştur. Araştırma sonucunda ortaya çıkan bulgulara göre, sekizinci sınıf öğrencilerine verilen matematik okuryazarlığı eğitiminin, matematik okuryazarlığı başarısını anlamlı ölçüde arttırdığı belirlenmiştir. İçerik anaizi yapılan mektuplar doğrultusunda ve uygulanan tutum ölçekleri değerlendirildiğinde ise öğrencilerin matematiğe karşı tutum ve motivasyonlarında pozitif yönlü bir artış olduğu gözlenmiştir.
When the results of exams held in the world are examined, it is clear that Turkish students have failed in mathematics literacy questions.The aim of this study is to determine the effect of mathematics literacy education given to eighth grade students on mathematics literacy achievement and to examine the differences in students' attitudes and motivation towards mathematics.The study was conducted on 29 students studying in the eighth grade of a state secondary school in Harmancık, Bursa.Action research method was used as the method.In the first part, the model with pretest and posttest control groups was applied.The groups were randomly assigned as experimental and control groups.In the second part, data were collected from the students in the experimental group.In this study, mathematics literacy training was given to the experimental group for 3 months (12 weeks), and the control group continued to teach without departing from the principles of the mathematics curriculum.The Mathematical Literacy Test, which was prepared with the equivalent forms method for the application to the experimental and control groups, was carried out as pre-test before and post-test after the training.In addition, the students in the experimental group were asked to write a mathematical diary consisting of a few sentences about the course process at the end of each lesson for 12 weeks.In order to support the mathematics diaries held by the students, the classroom observation form, which was created by the researcher himself, was filled out by the researcher during the application process each week.The data collected by these diaries and in-class observation form were analyzed by the researcher by making a weekly report.After 12 weeks of training, the experimental group students were asked to write a letter indicating their feelings during the training process, and the letters and diaries were then subjected to content analysis by the researcher.According to the findings of the study, it was determined that mathematics literacy education given to eighth grade students increased mathematics literacy achievement significantly.When the attitude scales were evaluated in line with the letters of content analysis, it was observed that there was a positive increase in students' attitudes and motivation towards mathematics.
When the results of exams held in the world are examined, it is clear that Turkish students have failed in mathematics literacy questions.The aim of this study is to determine the effect of mathematics literacy education given to eighth grade students on mathematics literacy achievement and to examine the differences in students' attitudes and motivation towards mathematics.The study was conducted on 29 students studying in the eighth grade of a state secondary school in Harmancık, Bursa.Action research method was used as the method.In the first part, the model with pretest and posttest control groups was applied.The groups were randomly assigned as experimental and control groups.In the second part, data were collected from the students in the experimental group.In this study, mathematics literacy training was given to the experimental group for 3 months (12 weeks), and the control group continued to teach without departing from the principles of the mathematics curriculum.The Mathematical Literacy Test, which was prepared with the equivalent forms method for the application to the experimental and control groups, was carried out as pre-test before and post-test after the training.In addition, the students in the experimental group were asked to write a mathematical diary consisting of a few sentences about the course process at the end of each lesson for 12 weeks.In order to support the mathematics diaries held by the students, the classroom observation form, which was created by the researcher himself, was filled out by the researcher during the application process each week.The data collected by these diaries and in-class observation form were analyzed by the researcher by making a weekly report.After 12 weeks of training, the experimental group students were asked to write a letter indicating their feelings during the training process, and the letters and diaries were then subjected to content analysis by the researcher.According to the findings of the study, it was determined that mathematics literacy education given to eighth grade students increased mathematics literacy achievement significantly.When the attitude scales were evaluated in line with the letters of content analysis, it was observed that there was a positive increase in students' attitudes and motivation towards mathematics.
Description
Keywords
Matematik eğitimi, Matematik okuryazarlığı, Tutum, Motivasyon, Mathematical literacy, Mathematical education, Attitude, Motivation
Citation
Karakaş, T. (2019). Sekizinci sınıf öğrencilerine verilen matematik okuryazarlığı eğitiminin planlanması, uygulanması ve değerlendirilmesi. Yayınlanmamış yüksek lisans tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.