ORTAOKUL MATEMATİK DERS KİTAPLARINDA BULUNAN PROBLEM KURMA ETKİNLİKLERİNİN ULUSLARARASI DÜZEYDE KARŞILAŞTIRILMASI

Year 2021, Volume: 21 Issue: 4, 1259 - 1279, 15.12.2021

Nazan Mersin , Çiğdem Kılıç

https://doi.org/10.17240/aibuefd.2021..-926658

Cited By: 7

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.

Keywords

Problem kurma, karşılaştırmalı eğitim, ders kitabı, uluslararası karşılaştırma, kültürlerarası karşılaştırma

Supporting Institution

yok

Project Number

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Thanks

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

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.

Keywords

Problem posing, comparative education, mathematics textbook, international comparison, crosscultural comparison

Project Number

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