8. sınıf matematik ders kitabı sorularının matematiksel süreç becerilerine göre incelenmesi
[ X ]
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma 2018-2019 eğitim-öğretim yılından itibaren 5 (beş) yıl süre ile ders kitabı olarak okutulacak olan 8. sınıf matematik ders kitabında yer alan açık uçlu, çoktan seçmeli ve etkinlik maddelerinin matematiksel süreç becerilerini temsil etme dağılımları incelenmiştir. Söz konusu matematiksel süreç becerileri, NCTM (2000) tarafından belirlenen ve MEB (2013)'in Matematik Dersi Öğretim Programı'nda önemi vurgulanan ve öğrencilere kazandırılması hedeflenen muhakeme ve ispat, iletişim, ilişkilendirme ve temsillerdir. Araştırma nitel araştırma yöntemlerinden doküman analizi modeli ile yürütülmüştür. Araştırmanın dokümanı olan ders kitabındaki tüm ünitelerde yer alan "etkinlik", "öğrendiklerimizi uygulayalım" ve "ünite değerlendirme" testlerindeki maddeler Hunsader ve ark. (2014) tarafından geliştirilen ve araştırmacı tarafından revize edilmiş olan Matematiksel Süreçleri Değerlendirme ve Kodlama Çerçevesi (MSDKÇ) formuna göre analiz edilerek bulgulara ulaşılmıştır. Elde edilen bulgular ders kitabında yer alan maddelerin matematiksel süreç becerilerini temsil etme dağılımlarının çeşitlilik gösterdiği görülmüştür. Matematiksel iletişim becerisinin diğer becerilere oranla daha fazla temsil edildiği söylenebilir. İletişim becerisinin temsil düzeyi etkinliklerde %96, açık uçlu sorularda %68, çoktan seçmeli sorularda ise %62 olarak tespit edilmiştir. Özellikle açık uçlu ve çoktan seçmeli sorularda muhakeme ve ispat becerisinin temsil düzeyinin çok düşük olduğu görülmüştür. Araştırma bulgularına dayalı olarak, matematik ders kitaplarının hazırlanmasında matematiksel süreç becerilerinin de bir kriter olarak ele alınması gerektiği düşünülmelidir.
This research investigated the level of providing students with the opportunity to participate in mathematical process skills in open-ended, multiple choices and activities in the 8th grade mathematics coursebook which will be taught as a coursebook for a period of 5 years from 2018 and 2019 academic year. Mathematical process skills are reasoning and proof, communication, association and representation which are determined by NTCM (2000) and aimed to be given students by emphasising the importance of MEB (2013) mathematics curriculum. The research was carried out with the document analysis model, one of the qualitative research methods. The items in the "activity", "let's apply what we learned" and "unit evaluation" tests in all units in the textbook, which is the document of the research, were determined by Hunsader et al. (2014) and revised by the researcher, the Mathematical Processes Evaluation and Coding Framework (MSDKÇ) form was analyzed and the findings were reached. The findings show that open-ended, multiple choice questions and activities which is in the coursebook are not provided consistently that the level of providing students with the opportunity to participate in mathematical process skills. It can be said that mathematical communication skill is represented more than other skills. The level of representation of communication skills was determined as 96% in activities, 68% in open-ended questions and 62% in multiple-choice questions. It was observed that the levels of providing the opportunity to participate in reasoning and proof skills were very low especially in open-ended and multiple choice questions. It should be considered that mathematical process skills should be considered as a criterion in the preparation of mathematics textbooks based on research findings.
This research investigated the level of providing students with the opportunity to participate in mathematical process skills in open-ended, multiple choices and activities in the 8th grade mathematics coursebook which will be taught as a coursebook for a period of 5 years from 2018 and 2019 academic year. Mathematical process skills are reasoning and proof, communication, association and representation which are determined by NTCM (2000) and aimed to be given students by emphasising the importance of MEB (2013) mathematics curriculum. The research was carried out with the document analysis model, one of the qualitative research methods. The items in the "activity", "let's apply what we learned" and "unit evaluation" tests in all units in the textbook, which is the document of the research, were determined by Hunsader et al. (2014) and revised by the researcher, the Mathematical Processes Evaluation and Coding Framework (MSDKÇ) form was analyzed and the findings were reached. The findings show that open-ended, multiple choice questions and activities which is in the coursebook are not provided consistently that the level of providing students with the opportunity to participate in mathematical process skills. It can be said that mathematical communication skill is represented more than other skills. The level of representation of communication skills was determined as 96% in activities, 68% in open-ended questions and 62% in multiple-choice questions. It was observed that the levels of providing the opportunity to participate in reasoning and proof skills were very low especially in open-ended and multiple choice questions. It should be considered that mathematical process skills should be considered as a criterion in the preparation of mathematics textbooks based on research findings.
Açıklama
Fen Bilimleri Enstitüsü, Fen ve Matematik Alanlar Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
