Examining 5th Grade Students' Learning on Surface Area Calculations with Realistic Mathematics Education Approach

Yıl 2024, Cilt: 8 Sayı: 16, 14 - 31, 21.03.2024

Elif Ertem Akbaş Lütfiye Yıldırım

https://doi.org/10.31458/iejes.1354835

Öz

The fact that the mathematics course is abstract, that it is not possible to associate it with daily life, and that it is impossible to concretize abstract expressions causes a prejudice against the this course and leads to a decrease in the academic achievements of students. It is seen that throughout history, various studies have been carried out taking this situation into consideration. A group of these studies is on realistic mathematics education. Realistic mathematics education is an approach that aims to concretize the abstract concepts of mathematics by relating them to real-life situations. The purpose is to make mathematics more understandable by concretizing it. In the study, the subject of calculating the surface area of prisms with the use of realistic mathematics education was taught, and the purpose of the study was to examine the effects of this application. The study group consisted of 20 5th grade students. While determining this group, maximum variety sampling strategy was preferred. In the study, action research, one of the qualitative research methods, was used, and the data were interpreted with the help of descriptive analysis and content analysis. The data collection tools in the study included semi-structured interview forms, video recordings, photos and activity sheets prepared by the students under the guidance of the researcher in accordance with the realistic mathematics education approach. When the findings were examined, it was seen that the students showed a positive development in the meaning and visualization processes; that they could reach mathematical inferences on their own; that they enjoyed the mathematics lesson; and that the realistic mathematics education approach gave positive results on learning. Based on these results, it was suggested that not only the application of the realistic mathematics education approach for different acquisitions but also the inclusion of these activities in the textbooks in accordance with the curriculum will result in improvements in favor of learning.

Anahtar Kelimeler

Mathematics Education, Realistic Mathematics Education, Prisms, Surface Area.

Etik Beyan

This research was carried out with the permission of Van Yüzüncü Yıl University Publication Ethics Board with the decision numbered 17135 dated 04.08.2023.

Kaynakça

• Akbas, E. E., & Alan, K. (2022). Examining 6th grade students' learning of the subject of volume with GeoGebra software within the framework of RME approach. Open Journal for Educational Research, 6 (1), 89-104.
• Aksoy, U. T., & Keleşoğlu, Ö. (2007). Bina kabuğu yüzey alanı ve yalıtım kalınlığının ısıtma maliyeti üzerinde etkileri [Effects of building envelope surface area and insulation thickness on heating cost]. Journal of Gazi University Engineering and Architecture Faculty, 22 (1), 103-109.
• Altıner, E. Ç. (2021). Gerçekçi matematik eğitimi üzerine bir kuramsal çalışma [A theoretical study on realistic mathematics education]. Education and Technology, 3 (1), 48-73.
• Altun, M. (2002). İlköğretim ikinci kademede (6, 7 ve 8. sınıflarda) matematik öğretimi [Teaching mathematics at the second level of primary education (6th, 7th and 8th grades)]. Alfa Basım Yayım Dağıtım. [Alpha Publishing Distribution].
• Arslan, S., & Yıldız, C. (2010). 11. sınıf öğrencilerinin matematiksel düşünmenin aşamalarındaki yaşantılarından yansımalar [Reflections from the 11th grade students' experiences in the stages of mathematical thinking]. Education and Science, 35 (156), 17-31.
• Ayanoğlu, M. M. (2006). Mimarlık eğitiminde üç boyutlu bilgisayar oyunu motorlarının kullanımı. (Yüksek Lisans Tezi) [The utilization of computer game engines in architecture education (Master’s Thesis)]. Obtained from Council of Higher Education National Thesis Center database (Thesis Number: 223368)
• Aydın, Z. A. (2008). Gerçekçi matematik eğitiminin ilköğretim 7. sınıf öğrencilerinin başarılarına ve matematiğe karşı tutumlarına etkisi (Yayınlanmamış yüksek lisans tezi) [The effect of realistic mathematics education on primary school 7th grade students' achievement and attitudes towards mathematics (Unpublished master's thesis)]. Obtained from Council of Higher Education National Thesis Center database (Thesis Number: 232373)
• Bukova-Güzel, E. (2011). An examination of pre-service mathematics teachers’ approaches to construct and solve mathematical modelling problems. Teaching mathematics and its applications: An international journal of the IMA, 30(1), 19-36.
• Çilingir, E., & Artut, P. D. (2016). Gerçekçi matematik eğitimi yaklaşımının ilkokul öğrencilerinin başarılarına, görsel matematik okuryazarlığı özyeterlik algılarına ve problem çözme tutumlarına etkisi [The effect of realistic mathematics education approach on primary school students' achievement, visual mathematics literacy self-efficacy perceptions and problem solving attitudes]. Turkish Journal of Computer and Mathematics Education, 7 (3), 578-600.
• Çimen, E. E. (2012). Uluslararası amerikan okulu matematik eğitiminin incelenmesi [Examination of international American school mathematics education]. Journal of Education and Instructional Research, 1 (3), 2146-9199.
• Demirdöğen, N., & Kaçar, A. (2010). İlköğretim 6. sınıfta kesir kavramının öğretiminde gerçekç matematik eğitimi yaklaşımının öğrenci başarısına etkisi [The effect of realistic mathematics education approach on student success in teaching fraction concept in 6th grade primary school]. Journal of Erzincan University Education Faculty, 12 (1), 56-74.
• Dündar, S., Temel, H., & Gündüz, N. (2015). Matematik eğitiminde görselleştirme ve somutlaştırma üzerine bir değerlendirme [An evaluation on visualization and concretization in mathematics education]. Journal of Dicle University Ziya Gökalp Education Faculty, 24 (2015), 339-362.
• Erdem, Z. Ç., & Gürbüz, R. (2018). Matematik modelleme etkinliklerine dayalı öğrenme ortamında yedinci sınıf öğrencilerinin alan ölçme bilgi ve becerilerinin incelenmesi [Examining the area measurement knowledge and skills of seventh grade students in a learning environment based on mathematical modeling activities]. Journal of Adıyaman University Educational Sciences, 8 (2), 86-115.
• Eyidoğan, M., Durmuş, K., Dursun, Ş., & Taylan, O. (2014). Endüstriyel tav firınlarında enerji tasarrufu ve emisyon azaltım fırsatları [Energy saving and emission reduction opportunities in industrial annealing furnaces]. Journal of Gazi University Engineering and Architecture Faculty, 29 (4), 735-743.
• Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-hill. Freudenthal, H. (1991). Revisiting mathematics education: China lectures.
• Hobson, R. D. (1972). Surface roughness in topography: Quantitative approach. Spatial analysis in geomorphology.
• Jennes, J. S. (2004). Calculating landscape surface area from digital elevation models. Wildlife Society Bulletin, 32(3), 829-839.
• Karaca, İ. R., & Gündoğdu, M. (2018). Augmentation systems used in dentistry: Review. Journal of Middle East Medicine, 10 (3), 374-380.
• Kutluca, T., & Gündüz, S. (2022). Gerçekçi matematik eğitimi yaklaşımının akademik başarıya ve tutuma etkisi üzerine bir meta-analiz çalışması [A meta-analysis study on the effect of realistic mathematics education approach on academic achievement and attitude]. Hacettepe University Journal of Education, 37(2), 802-817. https://doi.org/10.16986/HUJE.2020064976
• Kutluca, T., & Kaya, D. (2023). Mathematical modelling: A retrospective overview. Journal of Computer and Education Research, 11 (21), 240-274. https://doi.org/10.18009/jcer.1242785
• Merriam, S. B. (2009). Qualitative research. A Wiley Imprint.
• Milli Eğitim Bakanlığı [MEB], (2007). Matematik dersi öğretim programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar) [Mathematics curriculum (Primary and Secondary School 1st, 2nd, 3rd, 4th, 5th, 6th, 7th and 8th grades)].
• Mutlu, Y., & Söylemez, İ. (2019). Ortaokul 8. sınıf öğrencilerine geogebra matematik yazılımı ile dönüşüm geometrisi konusunun öğretimi [Teaching the subject of transformation geometry to middle school 8th grade students with geogebra mathematics software]. Education and Technology, 1 (2), 163-172.
• Okuyucu, Ü., & Erdoğan, E. Ö. (2021). Altıncı sınıf matematik dersinde materyal destekli bir öğretim ortamında hacim kavramına giriş [Introduction to the concept of volume in a material-supported teaching environment in sixth grade mathematics course]. International Journal of Educational Studies in Mathematics, 8 (2), 77-97.
• Özkan, E., & Sezen, H. K. (2017). Toplum için yöneylem araştırması: Eğitimin yönetiminde sistem yaklaşımı uygulaması [Operations research for society: Application of systems approach in the management of education]. Journal of Uludağ University Economics and Administrative Sciences Faculty, 36 (1), 83-109.
• Piht, S., & Eisenschmidt, E. (2008). Pupils’ attitudes toward mathematics: Comparative research between Estonian and Finnish practice schools. Problems of Education in the 21st Century, (9), 97-106.
• Turgut, S. (2021). A meta-analysis of the effects of realistic mathematics education-based teaching on mathematical achievement of students in Turkey. Journal of Computer and Education Research, 9 (17), 300-326.
• Türkkan B, T., Yolcu, E. & Karataş, T. (2019). Türkiye’de eğitim bilimleri alanında eylem araştırması içeren doktora tezlerinin incelenmesi [Examination of doctoral theses containing action research in the field of educational sciences in Turkey]. Journal of Bayburt Education Faculty, 14 (28), 501-524.
• Türnüklü, A. (2000). Eğitimbilim araştırmalarında etkin olarak kullanılabilecek nitel bir araştırma tekniği: Görüşme [A qualitative research technique that can be used effectively in educational research: Interview]. Journal of Education Management in Theory and Practice, 24 (24), 543-559.
• Uça, S., & Saracoğlu, A. S. (2017). Öğrencilerin ondalık kesirleri anlamlandırmasında gerçekçi matematik eğitimi kullanımı: Bir tasarı araştırması [Use of realistic mathematics education for students to make sense of decimal fractions: A design research]. Online Journal of Elementary School Teaching, 16 (2), 469-496.
• Üzel, D. (2007). Gerçekçi matematik eğitimi (GME) destekli eğitimin ilköğretim 7. sınıf matematik öğretiminde öğrenci başarısına etkisi (Doktora Tezi) [The effect of the education supported by realistic mathematics education (RME) on student achievement in mathematics teaching of primary school 7th class (Doctoral Thesis)]. Obtained from Council of Higher Education National Thesis Center database (Thesis Number: 177881)
• Van Den Heuvel-Panhuizen, M. (2003). The didactical use of models in realistic mathematics education: An example from a longitudinal trajectory on percentage. Educational Studies in Mathematics, 54, 9-35.
• Yenilmez, K., & Bozkurt, E. (2006). Matematik eğitiminde çoklu zekâ kuramına yönelik öğretmen düşünceleri [Teacher's thoughts on the theory of multiple intelligences in mathematics education]. Journal of Mehmet Akif Ersoy University Education Faculty, 12, 90-103.
• Yenilmez, K., & Dereli, A. (2009). İlköğretim okullarında matematiğe karşı olumsuz önyargı oluşturan etkenler [Factors creating negative prejudice against mathematics in primary schools]. Educational Sciences, 4 (1), 25-33.
• Yıldırım, A. & Şimşek, H. (2018). Sosyal bilimlerde nitel araştırma yöntemleri (11. Baskı) [Qualitative research methods in the social sciences (11th Edition)]. Seçkin Publications.
• Yıldırım, C. (1996). Matematiksel düşünme [Mathematical thinking]. Remzi Bookstore.
• Zengin, Y. (2017). GeoGebra yazılımının matematik kaygısı ve matematik öğretme kaygısına etkisinin incelenmesi [Examining the effect of GeoGebra software on mathematics anxiety and mathematics teaching anxiety]. Journal of Van Yüzüncü Yıl University Education Faculty, 14 (1), 908-939.