İlköğretim 7. ve 8. sınıf öğrencilerinin cebirsel düşünme düzeylerinin gelişimi
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Date
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Gülpek, Pınar
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Publisher
Uludağ Üniversitesi
Abstract
Bu çalışma ilköğretim 7. ve 8. sınıf öğrencilerinin cebirsel düşünme düzeylerini ve yıllar arasındaki değişimleri belirlemek amacıyla yapılmıştır.Çalışma deneysel bir çalışmadır ve veriler Bursa ili Osmangazi ilçesinde bulunan Pilot Sanayi ilköğretim Okulu ile Farabi ilköğretim Okulunda 7.ve 8. sınıf öğrencilerine uygulanan testten elde edilmiştir. Çalışmaya toplam 211 öğrenci katılmıştır.Deneysel çalışmada kullanılan test, CSMS (1988) tarafından 11-16 yaş öğrencilerinin cebirsel ifadeleri anlama düzeyini ortaya çıkarmak amacıyla yapılan araştırmada kullanılan testin Türkçe'ye uyarlanmasıyla ve bazı maddeler uzman görüşü alınarak testten çıkarılarak oluşturulmuştur. Bu çalışmada kullanılan test 20 sorudan oluşuyordu ancak bazı sorular ırklara sahipti ve bu şıklarda soru maddesi olarak düşünüldüğünde 27 maddelik bir testti.Sorular sıralanırken cebirsel ifadelerin karmaşıklığı ve harflerin üstlendikleri soyutluk derecesi dikkate alınmıştır. Test ders öğretmenleri tarafından, 2.dönem sonunda, öğrenciler cebirsel ifadelerle işlem yapmayı öğrendikten sonra uygulanmıştır.Uygulama sonucunda önce öğrencilerin soruları doğru cevaplandırma sıklıklarına görece birsel düşünmeleri 4 düzeye ayrılmıştır. Daha sonra bu düzeylere ait soruları doğru cevaplandırmaları göz önünde tutularak bu düzeylerde bulunan öğrencilerin yüzdelikleri belirlenmiş ve yıllar arasında bu düzeylerdeki gelişimleri gözlenmiştir.Elde edilen bulgular sonucunda 7. ve 8. sınıftaki öğrencilerin cebirsel düşünmelerin de yıllar içinde çok az bir artış olduğu ve bu gelişimin öğrencinin ders içindeki başarısını etkilediği görülmüştür.
This study was carried out to define algebraical thinking levels of primary school 7th and 8th grade students and the changes between years.It is an experimental study and data was collected from the 7th and 8th grade students in Farabi and Pilot Sanayi Primary School in Bursa, Turkey. 211 students were in olved in this study.The test used in this experimental study was modified with the turkish adaptation of the test which was done to define the understanding level of algebraical expressions of the students between 11 and 16 year-old by CSMS (1988). Some of the items in this test were not used considering the suggestions of some experts. The test included 20 questions.However, some of them had alternatives. If these alternatives are considered as questions,the test included 27 questions. In the arrangement of the questions, the complexity of algebraical expressions and the abstractness level which the letters have taken wer econ sidered. The test was administered by the teachers at the end of the second term after the students had learned to operate with algebraical expressions.After the tests had been applied, firstly algebraical thinking of students was divid edin to four levels according to the frequency of their correct responses. Secondly, by takingthe correct responses at these levels into consideration, the percentages of the students atthese levels were found and the development between the years was observed.The findings of the study showed that there was very little significant difference in the development of algebraical thinking of the 7th and 8th grade students. It was seen that this development effected their success.
This study was carried out to define algebraical thinking levels of primary school 7th and 8th grade students and the changes between years.It is an experimental study and data was collected from the 7th and 8th grade students in Farabi and Pilot Sanayi Primary School in Bursa, Turkey. 211 students were in olved in this study.The test used in this experimental study was modified with the turkish adaptation of the test which was done to define the understanding level of algebraical expressions of the students between 11 and 16 year-old by CSMS (1988). Some of the items in this test were not used considering the suggestions of some experts. The test included 20 questions.However, some of them had alternatives. If these alternatives are considered as questions,the test included 27 questions. In the arrangement of the questions, the complexity of algebraical expressions and the abstractness level which the letters have taken wer econ sidered. The test was administered by the teachers at the end of the second term after the students had learned to operate with algebraical expressions.After the tests had been applied, firstly algebraical thinking of students was divid edin to four levels according to the frequency of their correct responses. Secondly, by takingthe correct responses at these levels into consideration, the percentages of the students atthese levels were found and the development between the years was observed.The findings of the study showed that there was very little significant difference in the development of algebraical thinking of the 7th and 8th grade students. It was seen that this development effected their success.
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Keywords
Cebir, Algebra, Cebir öğretimi, Cebirsel düşünme ve cebirsel ifade düzeyleri, Algebra teaching, Algebraic thinking and algebraic, National algebraic thinking levels
Citation
Gülpek, P. (2006). İlköğretim 7. ve 8. sınıf öğrencilerinin cebirsel düşünme düzeylerinin gelişimi. Yayınlanmamış yüksek lisans tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü.