Investigating Seventh Grade Students’ Mathematical Communication Skills: Student Journals

Yıl 2018, Cilt: 9 Sayı: 3, 476 - 512, 17.12.2018

Zülfiye Zeybek Elif Açıl

https://doi.org/10.16949/turkbilmat.367513

Öz

This study aims to investigate students’ mathematical
communication skills through investigating their defining, using mathematical
concepts and mathematical language skills. Additionally, this study aims to
investigate the relationship between students’ mathematical communication
skills with their academic achievements. A seventh grade classroom at a public
middle school in the Eastern Anatolia region and 34 students and their
mathematics teacher participated in the study. Students were asked to keep
journals during seven weeks for sixteen Geometry standards after each standard.
Student journals were analyzed in four hierarchical levels—Level 0 (Avoidance),
Level 1 (Incorrect Use), Level 2 (Incomplete Use) and Level 3(Correct and
Complete Use) — by two researchers individually. Later, the researchers
compared their categorizations and discussed till solving the disagreements.
According to the findings of the study, participating students did not
comprehend the concept definitions. It was seen that students attempted to use
mathematical language in their journals as a way of communication. However, it
should be noted that some incorrect use of mathematical language was apparent
in student journals. This study also showed that it was hard to conclude that
student mathematical communication skills differ based on their academic
achievement levels.

Anahtar Kelimeler

Mathematical communication skills, mathematical definitions, mathematical language, writing skills, student journals

Yedinci Sınıf Öğrencilerinin Matematiksel İfade Becerilerinin İncelenmesinde Yazma Aktiviteleri: Öğrenci Günlükleri

Öz

Bu çalışmada
öğrencilerin geometri öğrenme alanında matematiksel iletişim becerilerinin
tanım yapabilme, kavram kullanımı ve matematiksel dil kullanımı alt başlıkları
halinde incelenmesi ve öğrencilerin matematiksel iletişim becerileri ile
akademik başarıları arasındaki olası ilişkinin araştırılması amaçlanmıştır. Bu
amaçla Doğu Anadolu bölgesinde bir ortaokulun 7. Sınıfına devam etmekte olan 34
öğrencinin geometri öğrenme alanında yer alan toplam 16 kazanım süresince
bireysel olarak tuttukları günlükleri incelenmiştir. Geometri öğrenme alanında
yapılan uygulama 7 hafta süresince devam etmiştir. Elde edilen veriler dört
seviyede —Seviye 0 (kaçınma), Seviye 1 (yanlış kullanım), Seviye 2 (eksik
kullanım) ve Seviye 3 (doğru ve tam kullanım)— iki araştırmacı tarafından
bireysel olarak sınıflandırılmıştır. Bireysel sınıflandırmalar karşılaştırılıp
sınıflamalar arasındaki uyuşmazlıklar tartışılarak giderilmiştir. Çalışmanın
bulgularına göre, çalışmaya katılan öğrencilerin çoğunun tanım yapabilme
becerilerinin sınırlı olduğu ve yaptıkları tanımların anlamlandırılmadan ezbere
dayalı olduğu görülmüştür. Öğrencilerin matematiksel kavramları ifade ederken
notasyon, sembol ve figür kullanımından genellikle kaçınmadıkları fark
edilmiştir. Her ne kadar öğrenciler matematiksel dil kullanımından kaçınmasa
da, bazı yanlış kullanımların olduğu görülmüştür. Öğrencilerin söz konusu
becerilerinin ise başarı düzeyine göre farklılaştığını net bir şekilde ifade
etmenin doğru olmayacağı yine bu çalışmanın bulgularınca ortaya koyulmuş bir
sonuçtur.

Anahtar Kelimeler

Matematiksel ifade becerileri, matematiksel tanım, matematiksel dil, yazılı iletişim, öğrenci günlükleri

Kaynakça

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