Ortaokul öğrencilerinin matematiksel üstbiliş farkındalıklarının rutin olmayan problem çözme becerilerine etkisi
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Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı ortaokul öğrencilerinin matematiksel üstbilişsel farkındalıklarının, rutin olmayan problem çözme becerisine etkisini incelemektir. Araştırmanın örneklemi Gaziantep/Şahinbey ilçesindeki bir ortaokulda öğrenim gören 1 tane deney ve 2 tane kontrol grubu olmak üzere 84 tane 7. sınıf öğrencisinden oluşmaktadır. Yarı deneysel çalışmalardan denkleştirilmemiş kontrol gruplu ön test-son test deseni kullanılmıştır. Araştırmada veri toplama aracı olarak matematiksel üstbiliş farkındalığını ölçmek için ''Matematiksel Üstbiliş Farkındalık Envanteri'', rutin olmayan problem çözme becerisini ölçmek için araştırmacı tarafından oluşturulan çoktan seçmeli ''Matematik Başarı Testi'' ve deney öğrencilerinin görüşlerini almak için oluşturulan ''görüşme soruları'' kullanılmıştır. Nicel analizde IBM SPSS22 yardımıyla Simple t testi, Anova testi ve nitel analiz için de nitel içerik analizi yöntemi kullanılmıştır. Matematiksel üstbiliş farkındalığı kazandırma çalışmaları yapılan deney grubunun matematik başarı testi ve matematiksel üstbiliş farkındalık envanterlerinin ön test son test puanları arasında anlamlı bir farklılık oluşmuş iken normal öğretim yapılan kontrol 1 ve kontrol 2 grubunun ilk test son test puanları arasında anlamlı bir farklılık bulunamamıştır. Deney grubu öğrencilerine sorulan görüşme sorularından alınan verilerin nitel analizinden deney grubu öğrencilerindeki en fazla gelişme problem çözme becerisinde olmuştur. Problem çözme süreçlerinde öncelikle problemi anlamaya yönelik bir gelişme görülmüş, bunun ilk zamanlarda problemi çözme süresinde bir yavaşlamaya yol açtığı ancak daha sonraki süreçlerde önemli ölçüde problem çözümünü kolaylaştırdığı görülmüştür. Problem çözme sürecinde iki tip stratejinin ağırlık kazandığı tespit edilmiştir. Öncelikle ilk strateji olarak daha önceden çözmüş oldukları problemlere benzetme, ikinci strateji olarak da eğer bu durum istenilen etkiyi yaratmıyorsa yeni strateji belirlemeye yöneldikleri görülmüştür.
This study aims to examine the effect of secondary school students' mathematical metacognitive awareness on non-routine problem-solving skills. The sample of the research consists of 84 7th-grade students, including 1 experimental group and 2 control groups, studying in a secondary school in Gaziantep/Şahinbey district. A pre-test-post-test design with an unbalanced control group from quasi-experimental studies was used. As a data collection tool in the research, "the Mathematical Metacognition Awareness Inventory" to measure mathematical metacognitive awareness, a multiple choice "Mathematics Achievement Test" created by the researcher to measure non-routine problem-solving skills, and "interview questions" created to get the opinions of the experimental students.' used. In the quantitative analysis, Saimples t-test, Anova test, and coding method in the qualitative analysis were used with the help of IBM SPSS22. While there was a significant difference between the pre-test and post-test scores of the mathematical achievement test and mathematical metacognition awareness inventories of the experimental group, in which mathematical metacognitive awareness studies were carried out, no significant difference was found between the first-test and post-test scores of the control 1 and control 2 groups, which were given normal education. From the qualitative analysis of the data obtained from the interview questions asked to the experimental group students, the greatest improvement in the experimental group students was the increase in problem-solving skills. In the problem-solving processes, first of all, an improvement was observed in understanding the problem, it was seen that this caused a slowdown in the problem-solving process at first, but significantly facilitated the problem-solving in the later processes. First of all, it has been seen that the first strategy is likened to the problems they have solved before, if this situation does not create the desired effect, they tend to determine a new strategy.
This study aims to examine the effect of secondary school students' mathematical metacognitive awareness on non-routine problem-solving skills. The sample of the research consists of 84 7th-grade students, including 1 experimental group and 2 control groups, studying in a secondary school in Gaziantep/Şahinbey district. A pre-test-post-test design with an unbalanced control group from quasi-experimental studies was used. As a data collection tool in the research, "the Mathematical Metacognition Awareness Inventory" to measure mathematical metacognitive awareness, a multiple choice "Mathematics Achievement Test" created by the researcher to measure non-routine problem-solving skills, and "interview questions" created to get the opinions of the experimental students.' used. In the quantitative analysis, Saimples t-test, Anova test, and coding method in the qualitative analysis were used with the help of IBM SPSS22. While there was a significant difference between the pre-test and post-test scores of the mathematical achievement test and mathematical metacognition awareness inventories of the experimental group, in which mathematical metacognitive awareness studies were carried out, no significant difference was found between the first-test and post-test scores of the control 1 and control 2 groups, which were given normal education. From the qualitative analysis of the data obtained from the interview questions asked to the experimental group students, the greatest improvement in the experimental group students was the increase in problem-solving skills. In the problem-solving processes, first of all, an improvement was observed in understanding the problem, it was seen that this caused a slowdown in the problem-solving process at first, but significantly facilitated the problem-solving in the later processes. First of all, it has been seen that the first strategy is likened to the problems they have solved before, if this situation does not create the desired effect, they tend to determine a new strategy.
Açıklama
Fen Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Matematik, Mathematics
