Yedinci sınıf öğrencilerinin matematik derslerindeki problem kurma sürecinde yapmış oldukları cebirsel düşünme hatalarının incelenmesi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, 7. Sınıf öğrencilerinin matematik dersindeki problem kurma sürecindeki cebirsel düşünme hatalarının incelenmesidir. Araştırmanın çalışma grubunu, 2022-2023 eğitim öğretim yılı Şanlıurfa ili Siverek ilçesindeki İleri ortaokulunda öğrenim gören yedinci sınıf öğrencilerinden oluşmaktadır. Nitel araştırma türlerinden fenomenografik araştırma olarak yapılandırılan bu çalışmada öğrencilerin denklemler konusunda problem kurma etkinliğinde yapmış oldukları cebirsel düşünme hata durumları analiz edilmiştir. Ayrıca, 7. Sınıf öğrencilerine problem kurma süreçlerini nasıl değerlendirdiklerini ve ders başarısına etkisinin nasıl gerçekleştiğini anlayabilmek için görüşme soruları hazırlanmıştır. Veri toplama sürecinde yapılandırılmış, yarı yapılandırılmış ve serbest problem kurma etkinlikleri ayrı ayrı uygulanarak değerlendirilmiştir. Cebirsel düşünme durumları ortaya çıkarılmıştır. Bu durumlar her aşamada kategorize edilmiştir. Araştırmanın sonucunda yedinci sınıf öğrencilerin denklemler konusunda problem kurarken yapmış oldukları cebirsel hataların en fazla yapılandırılmış ve yarı yapılandırılmış problem kurma sürecinde olduğu gözlenmiştir. Görüşme soruları ile desteklendiğinde öğrencilerin hatalarının nedenleri problem kurarken muhakeme yapamadıklarından, bir denkleme bağlı kalarak kurulan problemlerde cebirsel düşünme de zorlandıklarından ve yaratıcı problemler kuramadıklarından ortaya çıktığı sonucuna varılmıştır.
The aim of this research is to examine the algebraic thinking errors of 7th grade students in the problem posing process in mathematics class. The study group consists of seventh grade students studying at İleri Secondary School in Siverek district of Şanlıurfa province in the 2022-2023 academic year. In this study, which is structured as a phenomenographic research from the qualitative research types, the algebraic thinking errors made by the students in the problem posing activity on equations were analyzed. In addition, interview questions were prepared in order to understand how the 7th grade students evaluated the problem posing processes and how it affected their course success. During the data collection process, structured, semi-structured and free problem posing activities were applied and evaluated separately. Algebraic thinking situations were revealed. These situations were categorized at each stage. As a result of the research, it was observed that the algebraic errors made by the seventh grade students while posing problems on equations were mostly in the structured and semi-structured problem posing process. When supported by the interview questions, it was concluded that the students' mistakes were due to their inability to reason while posing problems, their difficulty in thinking algebraically in problems posed based on an equation, and their inability to pose creative problems.
The aim of this research is to examine the algebraic thinking errors of 7th grade students in the problem posing process in mathematics class. The study group consists of seventh grade students studying at İleri Secondary School in Siverek district of Şanlıurfa province in the 2022-2023 academic year. In this study, which is structured as a phenomenographic research from the qualitative research types, the algebraic thinking errors made by the students in the problem posing activity on equations were analyzed. In addition, interview questions were prepared in order to understand how the 7th grade students evaluated the problem posing processes and how it affected their course success. During the data collection process, structured, semi-structured and free problem posing activities were applied and evaluated separately. Algebraic thinking situations were revealed. These situations were categorized at each stage. As a result of the research, it was observed that the algebraic errors made by the seventh grade students while posing problems on equations were mostly in the structured and semi-structured problem posing process. When supported by the interview questions, it was concluded that the students' mistakes were due to their inability to reason while posing problems, their difficulty in thinking algebraically in problems posed based on an equation, and their inability to pose creative problems.
Açıklama
Fen Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Matematik, Mathematics
