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ORTAOKUL MATEMATİK DERS KİTAPLARINDA BULUNAN PROBLEM KURMA ETKİNLİKLERİNİN ULUSLARARASI DÜZEYDE KARŞILAŞTIRILMASI

Year 2021, Volume: 21 Issue: 4, 1259 - 1279, 15.12.2021
https://doi.org/10.17240/aibuefd.2021..-926658

Abstract

Bu çalışmada Türkiye, Singapur ve Kanada matematik ders kitaplarında bulunan problem kurma etkinliklerinin karşılaştırmalı olarak incelenmesi amaçlanmıştır. Doküman analizi yönteminin kullanıldığı bu çalışmada öncelikle ders kitaplarında bulunan problem kurma etkinlikleri belirlenmiş sonrasında ise bu etkinlikler türlerine, öğrenme alanlarına ve alt öğrenme alanlarına göre sınıflandırılmıştır. Problem kurma etkinliklerinin üç ülkenin ders kitapları arasında en fazla Kanada en az Singapur ders kitaplarında olduğu belirlenmiştir. Bununla birlikte yarı yapılandırılmış türde problem kurma etkinliklerinin diğer iki türe göre ayrıca Kanada ders kitaplarında daha fazla olduğu görülmüştür. Öğrenme alanları açısından üç ülkenin de en fazla sayılar ve işlemler öğrenme alanında problem kurma etkinliğine sahip olduğu buna karşın hiçbir ülkenin ders kitabının olasılık öğrenme alanıyla ilgili problem kurma etkinliği içermediği anlaşılmıştır. Genel olarak değerlendirildiğinde üç ülkenin de problem kurma etkinliklerine yeterince yer vermediği, var olan etkinliklerin de türlerine, öğrenme alanlarına ve alt öğrenme alanlarına göre dengeli bir dağılım göstermediği sonuçlarına ulaşılmıştır. Bu nedenle kitap yazarlarına problem kurma etkinliklerine yeterince ve nitelikli olarak yer vermeleri gerektiği konusunda önerilerde bulunulmuştur.

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Thanks

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References

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INTERNATIONAL COMPARISON OF PROBLEM-POSING ACTIVITIES IN MIDDLE SCHOOL MATHEMATICS TEXTBOOKS

Year 2021, Volume: 21 Issue: 4, 1259 - 1279, 15.12.2021
https://doi.org/10.17240/aibuefd.2021..-926658

Abstract

This study seeks to analyze the problem-posing activities in the math textbooks of Turkey, Singapore and Canada. To do so, it draws on the document analysis method, and first identifies the problem-posing activities in the textbooks and then classifies these activities by type, learning area and sub-learning area. Overall, the problem-posing activities are overall most frequently available in the CAN textbooks and least frequently available in the SGP textbooks. This study, on the other hand, shows that most of the problem-posing activities are in the semi-structured type, relative to the other two types, and this type is most frequently found in the Canadian textbooks. The findings on learning areas yield that all the countries have the highest number of the problem-posing activities in the learning area of numbers and operations; however, there is no problem-posing activity in the learning area of probability in any of the textbooks. This study reports that these three countries fail to give prominence to problem-posing activities and that the problem-posing activities available do not show a balanced distribution by type, learning area and sub-learning area. Considering these, this study concludes with the suggestion to include an adequate number of high-quality problem-posing activities in mathematics textbooks.

Project Number

yok

References

  • Altun, M. (2001). Matematik öğretimi (ilköğretim ikinci kademede) (1. baskı). Alfa Yayınları.
  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2) 27-40. https://doi.org/10.3316/QRJ0902027
  • Cai, J., & Howson, A. G. (2013). Toward an international mathematics curriculum. In M. A. Clements, A. J. Bishop, C. Keitel, J. Kilpatrick & F. K. S. Leung (Eds.), Third international handbook of mathematics education (pp. 949-974). Springer.
  • Cai, J., & Hwang, S. (2002). Generalized and generative thinking in US and Chinese students’ mathematical problem solving and problem posing. The Journal of Mathematical Behavior, 21(4), 401-421. https://doi.org/10.1016/S0732-3123(02)00142-6
  • Cai, J., & Jiang, C. (2017). An analysis of problem-posing tasks in Chinese and US elementary mathematics textbooks. International Journal of Science and Mathematics Education, 15(8), 1521-1540. https://doi.org/10.1007/s10763-016-9758-2
  • Cai, J., Jiang, C., Hwang, S., Nie, B., & Hu, D. (2016). How do textbooks incorporate mathematical problem posing? In P. Felmer, E. Pehkonen & J. Kilpatrick (Eds.), An international comparative study. In Posing and solving mathematical problems (pp. 3-22). Springer, Cham.
  • Cai, J., Moyer, J. C., Wang, N., Hwang, S., Nie, B., & Garber, T. (2013). Mathematical problem posing as a measure of curricular effect on students' learning. Educational Studies in Mathematics, 83(1), 57-69. https://doi.org/10.1007/s10649-012-9429-3
  • Cankoy, O. (2014). Interlocked problem posing and children’s problem posing performance in free structured situations. International Journal of Science and Mathematics Education, 12(1), 219-238.
  • Chen, Y., & He, X. (2019). A comparative analysis on trigonometry textbooks from three countries. In S. Rezat, L. Fan, M. Hattermann, J. Schumacher & H. Wuschke (Eds.), Proceedings of the third international conference on mathematics textbook research and development (pp. 137–142). Universitätsbibliothek Paderborn.
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  • Çarkçı, İ. (2016). Investigation of the problems encountered by 4th grade primary students in different problem posing situations [Master’s Thesis, University of Gazi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • da Ponte, J. P., & Marques, S. (2007). Proportion in school mathematics textbooks: A comparative study. In D. Pitta – Pantazi & G. Philippou (Eds.), The European Society for research in mathematics education (pp. 2443-2452). Larnaca, Cyprus.
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  • Ding, M., & Li, X. (2010). A comparative analysis of the distributive property in US and Chinese elementary mathematics textbooks. Cognition and Instruction, 28(2), 146-180. https://doi.org/10.1080/07370001003638553
  • Dole, S., & Shield, M. (2008). The capacity of two Australian eighth-grade textbooks for promoting proportional reasoning. Research in Mathematics Education, 10(1), 19-35. https://doi.org/10.1080/14794800801915863
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  • English, L. D. (1997). The development of fifth-grade children's problem-posing abilities. Educational Studies in Mathematics, 34(3), 183-217.
  • Ev Çimen, E. & Yıldız, Ş. (2017). Ortaokul matematik ders kitaplarında yer verilen problem kurma etkinliklerinin incelenmesi. Turkish Journal of Computer and Mathematics Education, 8(3), 378-407. https://doi.org/10.16949/turkbilmat.291814
  • Fan, L., Zhu, Y., & Miao, Z. (2013). Textbook research in mathematics education: Development status and directions. ZDM Mathematics Education, 45(5), 633–646. https://doi.org/10.1007/s11858-013-0539-x
  • Fuson, K. C., Stigler, J. W., & Bartsch, K. (1988). Brief report: Grade placement of addition and subtraction topics in Japan, mainland China, the Soviet Union, Taiwan, and the United States. Journal for Research in Mathematics Education, 19(5), 449-456.
  • Gencer, G. K. (2019). Problem çözme strateji eğitimi ve matematiksel problem kurma becerisi arasındaki ilişkinin farklı değişkenler açısından incelenmesi [Yüksek Lisans Tezi, Uludağ Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Işık, A., Çiltaş, A. & Kar, T. (2012). Problem kurma temelli öğretimin farklı sayı algılamasına sahip 6. sınıf öğrencilerin problem çözme başarılarına etkisi. Pegem Eğitim ve Öğretim Dergisi, 2(4), 71-80.
  • Johansson, M. (2005). The mathematics textbook: From artefact to instrument. Nordic Studies in Mathematics Education, 10(3-4), 43-64.
  • Kajander, A., & Lovric, M. (2009). Mathematics textbooks and their potential role in supporting misconceptions. International Journal of Mathematical Education in Science and Technology, 40(2), 173-181. https://doi.org/10.1080/00207390701691558
  • Kalaycı, Y. (2014). İlkokul-ortaokul matematik ders ve öğrenci çalışma kitaplarındaki problem kurma etkinliklerinin incelenmesi ve problem kurmaya yönelik öğretmen görüşlerinin belirlenmesi [Yüksek lisans tezi, Atatürk Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Kar, T., Özdemir, E., İpek, A. S., & Albayrak, M. (2010). The relation between the problem posing and problem solving skills of prospective elementary mathematics teachers. Procedia-Social and Behavioral Sciences, 2(2), 1577-1583. https://doi.org/10.1016/j.sbspro.2010.03.239
  • Kılıç, Ç. (2011). İlköğretim matematik dersi (1-5 sınıflar) öğretim programında yer alan problem kurma çalışmalarının incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 54-65.
  • Kılıç, Ç. (2014). Determination of primary teachers’ perception forms related to problem posing. Kastamonu Education Journal, 22(1), 203-214.
  • Kılıç, Ç. (2017). A new problem-posing approach based on problem-solving strategy: Analyzing pre-service primary school teachers’ performance. Educational Sciences: Theory & Practice, 17(3), 771-789. https://doi.org/10.12738/estp.2017.3.0017
  • Kilpatrick, J. (2014, July 29-31). From clay tablet to computer tablet: The evolution of school mathematics textbooks. International Conference on Mathematics Textbooks Research and Development (ICMT), Southampton Education School, University of Southampton.
  • Kojima, K., Miwa, K., & Matsui, T. (2009). Study on support of learning from examples in problem posing as a production task. In S. C. Kong, H. Ogata, H. C. Arnseth, C. K. K. Chan, T. Hirashima, F. Klett, J. H. M. Lee, C. C. Liu, C. K. Looi, M. Milrad, A. Mitrovic, K. Nakabayashi, S. L. Wong, S. J. H. Yang (Eds.), In Proceedings of the 17th International Conference on Computers in Education [CDROM] (pp. 75-82). Asia-Pacific Society for Computers in Education.
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  • Leung, S. S. (1993). The relation of mathematical knowledge and creative thinking to the mathematical problem posing of prospective elementary school teachers on tasks differing in numerical information content [Unpublished doctoral dissertation]. University of Pittsburgh.
  • Lee, N. H. (2013). Initial perspectives of teacher professional development on mathematical modelling in Singapore: Problem posing and task design. In G. A. Stillman, G. Kaiser, W. Blum & J. P. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 415-425). Springer, Dordrecht.
  • Li, G. R. (2000). Manchu: A textbook for reading documents. University of Hawaii Press.
  • Li, X., Song, N., Hwang, S., & Cai, J. (2020). Learning to teach mathematics through problem posing: Teachers’ beliefs and performance on problem posing. Educational Studies in Mathematics, 105(3), 325-347. https://doi.org/10.1007/s10649-020-09981-0
  • Lu, C., & Wang, B. (2006). Research on mathematics teaching through using mathematical situations and posing problem in high school and primary school [in Chinese]. Guizhou People’s Publishing House.
  • MEB. (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Milli Eğitim Bakanlığı.
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There are 65 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Nazan Mersin 0000-0002-4208-3807

Çiğdem Kılıç 0000-0002-4814-0358

Project Number yok
Publication Date December 15, 2021
Submission Date April 23, 2021
Published in Issue Year 2021 Volume: 21 Issue: 4

Cite

APA Mersin, N., & Kılıç, Ç. (2021). ORTAOKUL MATEMATİK DERS KİTAPLARINDA BULUNAN PROBLEM KURMA ETKİNLİKLERİNİN ULUSLARARASI DÜZEYDE KARŞILAŞTIRILMASI. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 21(4), 1259-1279. https://doi.org/10.17240/aibuefd.2021..-926658