Ortaokul matematik öğretmenlerinin, öğrencilerin sembolleştirme becerisinin matematik öğrenme ve başarılarına etkisine ilişkin görüşleri
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Siirt Üniversitesi
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Bu araştırmanın amacı, ortaokul matematik öğretmenlerinin 6. sınıf cebirsel ifadeler konusunda öğrencilerin sembolleştirme becerilerinin matematik öğrenme ve başarılarına etkisine ilişkin görüşlerinin incelenmesidir. Ayrıca, 6. sınıf seviyesindeki sembolleştirme becerisinin 6. ve sonraki sınıf seviyelerindeki matematik öğrenme ve başarıya etkisinin anlaşılabilmesi amacıyla bu çalışmada 6., 7. ve 8. sınıf seviyelerindeki matematik derslerini okutan öğretmenlerle görüşmeler gerçekleştirilmiştir. Araştırmanın çalışma grubunu, 2020-2021 eğitim öğretim yılı Siirt ili merkez ilçesindeki ilköğretim okullarında görev yapan 25 ortaokul matematik öğretmeni oluşturmaktadır. Nitel araştırma türlerinden fenomenolojik araştırma olarak yapılandırılan bu çalışmada öğretmenlerin, cebirsel ifadeler konusunda öğrencilerin sembolleştirme becerisinin matematik öğrenme ve başarılarına etkisine ilişkin görüşleri analiz edilmiştir. Pilot çalışma esnasında bazı öğretmenlerin sembolleştirme becerisi hakkında herhangi bir açıklamalarının olmadığı görülmüştür. Bu sebeple yarı yapılandırılmış görüşmelerde kullanılmak üzere hazırlanan görüşme sorularının iki form şeklinde hazırlanması gerektiğine karar verilmiştir. Verilerin toplanması için; "Birinci Grup Görüşme Formu" ve "İkinci Grup Görüşme Formu" olmak üzere iki görüşme formu hazırlanmıştır. Birinci grup görüşme formu, sembolleştirme algısına sahip öğretmenlere sorulacak soruları, ikinci grup görüşme formu ise bu algıya sahip olmayan öğretmenlere sorulacak soruları içermektedir. Hazırlanan görüşme formları alan uzmanlarının görüşlerine sunulmuştur. Uzmanların önerileri doğrultusunda görüşme formları düzenlenmiştir. Öğretmenlerle görüşmeler zoom programı üzerinden gerçekleştirilmiş ve görüşmeler kayıt altına alınmıştır. Elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. Analiz sonucunda öğretmenlerin cevaplarından, 6. sınıf cebirsel ifadeler konusunda sembolleştirme becerisi geliştirmenin sonraki sınıf seviyelerindeki matematik konularını öğrenmede etkili olduğu tespit edilmiştir. Ayrıca ikinci grup öğretmenlerin sembolleştirmeye ilişkin bir algıları olmasına rağmen bilinçli bir seviyede bunu ifade edemedikleri görülmüştür. Sembolleştirme becerisinin; matematik konularını anlama ve öğrencinin kavrama düzeyi, matematik problemlerini anlama ve çözme, harf sembollerini anlama ve kullanma, öğrenmenin kalıcılığını sağlama üzerinde etkili olduğu sonuçlarına ulaşılmıştır. Sembolleştirme becerisinin öğrencilerin; soyut düşünme becerisi, okuduğunu anlama becerisi, zihinsel gelişimleri ve hazırbulunuşluk düzeyleri ile olumlu yönde bir ilişkinin olduğu tespit edilmiştir. Anahtar Kelimeler: cebir, harf sembolü, sembolleştirme becerisi.
The aim of this research is to examine the views of secondary school math teachers on the impact of students' symbolization skills on math learning and achievements in 6th grade algebraic expressions. In addition, in order to understand the effect of symbolization skills at the 6th and later grade levels on math learning and success at the 6th and later grade levels, interviews were conducted with the teachers who taught the mathematics courses at the 6th, 7th and 8th grade levels. The study group consists of 25 secondary school math teachers working in primary schools in Siirt province for the 2020-2021 academic year. In this study, which is structured as phenomenological research from qualitative research types, teachers' views on the mathematics learning and achievements of students' ability to symbolization algebraic expressions were analyzed. During the pilot study, it was observed that some teachers did not have any explanation about the symbolization skill. For this reason, it was decided and implemented that interview questions prepared for use in semi-structured interviews should be prepared in two forms. In order to collect the data, two interview forms were prepared: "First Group Interview Form" and "Second Group Interview Form". The first group interview form contains the questions to be asked to the teachers who have the perception of symbolization and the second group interview form contains the questions to be asked to the teachers who do not have this perception. The prepared interview forms have been submitted for the opinions of field experts. Interview forms have been arranged in line with the recommendations of the experts. Interview forms have been prepared in accordance with the recommendations of experts. Interviews with teachers were conducted through the zoom program and interviews were recorded. Content analysis method was used in the analysis of the obtained data. As a result of the analysis, it was determined from the answers of the teachers that developing the ability to symbolize the algebraic expressions of the 6th grade was effective in learning the mathematics subjects at the later class levels. In addition, it was observed that the second group of teachers had a perception of symbolization but could not express it on a conscious level. The ability to symbolization; it has been concluded that understanding and understanding mathematics subjects, understanding and solving mathematics problems, understanding and using letter symbols, and ensuring the permanence of learning have been achieved. The ability to symbolization students; abstract thinking skills, reading comprehension skills, mental development and readiness levels have been found to be closely related.
The aim of this research is to examine the views of secondary school math teachers on the impact of students' symbolization skills on math learning and achievements in 6th grade algebraic expressions. In addition, in order to understand the effect of symbolization skills at the 6th and later grade levels on math learning and success at the 6th and later grade levels, interviews were conducted with the teachers who taught the mathematics courses at the 6th, 7th and 8th grade levels. The study group consists of 25 secondary school math teachers working in primary schools in Siirt province for the 2020-2021 academic year. In this study, which is structured as phenomenological research from qualitative research types, teachers' views on the mathematics learning and achievements of students' ability to symbolization algebraic expressions were analyzed. During the pilot study, it was observed that some teachers did not have any explanation about the symbolization skill. For this reason, it was decided and implemented that interview questions prepared for use in semi-structured interviews should be prepared in two forms. In order to collect the data, two interview forms were prepared: "First Group Interview Form" and "Second Group Interview Form". The first group interview form contains the questions to be asked to the teachers who have the perception of symbolization and the second group interview form contains the questions to be asked to the teachers who do not have this perception. The prepared interview forms have been submitted for the opinions of field experts. Interview forms have been arranged in line with the recommendations of the experts. Interview forms have been prepared in accordance with the recommendations of experts. Interviews with teachers were conducted through the zoom program and interviews were recorded. Content analysis method was used in the analysis of the obtained data. As a result of the analysis, it was determined from the answers of the teachers that developing the ability to symbolize the algebraic expressions of the 6th grade was effective in learning the mathematics subjects at the later class levels. In addition, it was observed that the second group of teachers had a perception of symbolization but could not express it on a conscious level. The ability to symbolization; it has been concluded that understanding and understanding mathematics subjects, understanding and solving mathematics problems, understanding and using letter symbols, and ensuring the permanence of learning have been achieved. The ability to symbolization students; abstract thinking skills, reading comprehension skills, mental development and readiness levels have been found to be closely related.
Description
Fen Bilimleri Enstitüsü, Matematik Ana Bilim Dalı
Keywords
Eğitim ve Öğretim, Education and Training, Matematik
