İlkokul matematik öğretiminde matematik okuryazarlığı sorularının kullanılmasının matematik okuryazarlığı başarısı üzerine etkilerinin incelenmesi
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Date
2022-02-10
Authors
Şenol, Sebil Var
Journal Title
Journal ISSN
Volume Title
Publisher
Bursa Uludağ Üniversitesi
Abstract
Matematik eğitiminde son 20 yıl okul matematiği ile yaşam arasındaki kopukluğun giderilmesi üzerine çokça çalışmanın yapıldığı yıllar olmuştur. Bu çalışma da bu türden bir çalışmadır ve dördüncü sınıf öğrencilerinin matematik okuryazarlığı sorularını anlama, çözme girişimlerini konu edinmektedir. Çalışma ilkokul düzeyinde olmakla alanının ilk örneğini oluşturmaktadır. Araştırmanın problemi olarak “ilkokul dördüncü sınıf öğrencileri matematik okuryazarlığı problemlerini açıklamakta ve çözebilmeyi öğrenmekte midir?” seçilmiş ve deneysel olarak çalışılmıştır. Araştırma, yarı deneysel bir çalışmadır. Deney grubunda 20, kontrol grubunda 19 ilkokul dördüncü sınıf olmak üzere 39 öğrenci çalışma grubunu oluşturmaktadır. İç içe viii geçmiş karma desen üzerine yapılan çalışmada yarı deneysel uygulama ile birlikte durum çalışması yapılarak ilkokul öğrencilerinin matematik okuryazarlığı sorularını anlama ve çözme süreci incelenmiştir. Tez kapsamında matematik okuryazarlığı sorularından oluşan öğretimin öğrencilerin matematik okuryazarlığı başarısı üzerine etkileri, kalıcılığı, öğretim sürecinde matematiksel yeterliklerin gelişimi, yapılan öğretim ile ilgili öğrencilerin tutumları üzerine etkisi, öğrenci görüş ve düşünceleri araştırılarak yapılan öğretimin bütüncül bir bakış açısıyla tüm yönleri belirlenmeye çalışılmıştır. Çalışmada veriler, deney ve kontrol grubu ön-son test öğrenci cevap kâğıtları, deney grubu tutum ölçeği, deney grubu 9 öğrenci ile yarı yapılandırılmış görüşme kayıtları ve deney grubu öğrenci mektuplarıyla toplanmıştır. Araştırmada 10 haftalık matematik okuryazarlığı sorularının öğretimi iki gruba ayrılan çalışma gruplarına 20 ders saati uygulanmıştır. Araştırmada nicel veriler, SPSS programı analizi, nitel veriler, betimsel ve içerik analizine tabi tutulmuştur. Araştırma sonunda matematik okuryazarlığı öğretiminin öğrencilerin matematik okuryazarlığı başarılarını olumlu etkilediği, temsil etme, iletişim, muhakeme etme ve problem çözme matematiksel yeterlikleri gelişiminde ilerleme gözlemlendiği, matematiğe yönelik ilgi ve gereklilik tutumlarını olumlu etkilediği, kaygı tutumunda azalma olduğu belirlenmiştir. Yarı yapılandırılmış görüşme ve öğrenci mektupları ile yapılan öğretim hakkında bilgi toplanmıştır. Öğrenciler, yapılan öğretimdeki soruları biraz zor, zekâ geliştiren, eğlenceli, farklı (değişik) buldukları ve bu soruları matematik derslerinde görmek istediklerini belirtmiştir. Bu araştırmanın dört matematiksel yeterlik gelişimine ve matematik okuryazarlığı başarılarına olumlu etkileri dikkate alınarak eğitimcilere ilkokul matematik öğretiminde uygulanabilir ve geliştirilebilir öğretim içeriği sunacağı düşünülmektedir. Araştırmacı ve eğitimcilere bu çalışma sonuçlarını göz önünde ix bulundurarak yapacakları öğretim uygulamalarında öğrenme alanları ve tüm matematiksel yeterlikleri kapsayan ilkokul matematik uygulama ve çalışmaları önerilmektedir.
The last 20 years in mathematics education have been the years in which many studies have been carried out on for the elimination of the disconnection between the school mathematics and life. This study has been done with this perspective in mind and examines the attempts of fourth grade students to understand and solve mathematical literacy questions. The study is at primary school level and constitutes the first example of its field. The question of “Are fourth grade primary school students able to explain and learn to xi solve mathematical literacy problems?” has been selected as the problem of the study and investigated experimentally. This is a quasi-experimental study. The study group consisted of 39 students, 20 in the experimental group and 19 in the fourth grade of primary school in the control group. In the study on the nested mixed pattern, the process of understanding and solving the mathematical literacy questions of primary school students was examined by conducting a case study together with a quasi-experimental application. Within the scope of the thesis, the effects of the teaching consisting of mathematical literacy questions on students' mathematical literacy success, their permanence, the development of mathematical competencies in the teaching process, the effects on the attitudes of the students about the teaching, and finally the views and thoughts of the students were all investigated, and all aspects of the teaching were endeavored to be determined with a holistic perspective. The data in this study were collected with the pre-post test student answer sheets of the experimental and control groups, the attitude scale of the experimental group, semistructured audio interview recording with 9 students in the experimental group, and letters from the experimental group students. In the study, the teaching of 10-week mathematical literacy questions was applied for 20 lesson hours to the study groups divided into two groups. Quantitative data, SPSS program analysis, qualitative data, descriptive and content analysis were used in the research. At the end of the study, it was found that mathematics literacy education positively affected students' mathematical literacy success, that a progress was monitored in the development of mathematical competences of representing, communication, reasoning and problem solving, and that it affected their interest and necessity attitudes towards mathematics positively, and diminished the students’ anxiety. xii Information was gathered about the teaching carried out through semi-structured interviews and student letters. The students stated that they found the questions in the education provided somewhat difficult, intelligence-developing, entertaining, different (novel) and that they wanted to see these questions in mathematics lessons as well. Considering the positive effects of this particular study on the development of four mathematical competences and mathematical literacy achievements, the researchers are of the opinion that it will provide the educators with applicable and improvable teaching content in primary school mathematics teaching. As far as the results of this study is concerned, researchers and educators are recommended primary school mathematics practices and action studies that cover the learning areas and all mathematical competencies in their teaching practices.
The last 20 years in mathematics education have been the years in which many studies have been carried out on for the elimination of the disconnection between the school mathematics and life. This study has been done with this perspective in mind and examines the attempts of fourth grade students to understand and solve mathematical literacy questions. The study is at primary school level and constitutes the first example of its field. The question of “Are fourth grade primary school students able to explain and learn to xi solve mathematical literacy problems?” has been selected as the problem of the study and investigated experimentally. This is a quasi-experimental study. The study group consisted of 39 students, 20 in the experimental group and 19 in the fourth grade of primary school in the control group. In the study on the nested mixed pattern, the process of understanding and solving the mathematical literacy questions of primary school students was examined by conducting a case study together with a quasi-experimental application. Within the scope of the thesis, the effects of the teaching consisting of mathematical literacy questions on students' mathematical literacy success, their permanence, the development of mathematical competencies in the teaching process, the effects on the attitudes of the students about the teaching, and finally the views and thoughts of the students were all investigated, and all aspects of the teaching were endeavored to be determined with a holistic perspective. The data in this study were collected with the pre-post test student answer sheets of the experimental and control groups, the attitude scale of the experimental group, semistructured audio interview recording with 9 students in the experimental group, and letters from the experimental group students. In the study, the teaching of 10-week mathematical literacy questions was applied for 20 lesson hours to the study groups divided into two groups. Quantitative data, SPSS program analysis, qualitative data, descriptive and content analysis were used in the research. At the end of the study, it was found that mathematics literacy education positively affected students' mathematical literacy success, that a progress was monitored in the development of mathematical competences of representing, communication, reasoning and problem solving, and that it affected their interest and necessity attitudes towards mathematics positively, and diminished the students’ anxiety. xii Information was gathered about the teaching carried out through semi-structured interviews and student letters. The students stated that they found the questions in the education provided somewhat difficult, intelligence-developing, entertaining, different (novel) and that they wanted to see these questions in mathematics lessons as well. Considering the positive effects of this particular study on the development of four mathematical competences and mathematical literacy achievements, the researchers are of the opinion that it will provide the educators with applicable and improvable teaching content in primary school mathematics teaching. As far as the results of this study is concerned, researchers and educators are recommended primary school mathematics practices and action studies that cover the learning areas and all mathematical competencies in their teaching practices.
Description
Keywords
İlköğretim matematik dersi öğretim programı, Matematik okuryazarlığı, Matematiksel yeterlikler, PISA, Somut işlemler dönemi, Primary school mathematics curriculum, Mathematical literacy, Mathematical competencies, Concrete operations period
Citation
Şenol, S. V. (2022). İlkokul matematik öğretiminde matematik okuryazarlığı sorularının kullanılmasının matematik okuryazarlığı başarısı üzerine etkilerinin incelenmesi. Yayınlanmamış doktora tezi. Bursa Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü.