Matematik Ders Kitaplarında Tam Sayılarla Çarpma ve Bölme İşlemleri Nasıl Öğretiliyor: Türkiye, ABD ve Kanada Karşılaştırması

Yıl 2022, , 806 - 825, 28.12.2022

Emine Özgür Şen

https://doi.org/10.51460/baebd.1078787

Öz

Bu araştırmada matematik ders kitaplarında tam sayılarla çarpma ve bölme işlemlerinin nasıl öğretildiği incelenmiştir. Bu bağlamda, Türkiye, ABD ve Kanada matematik ders kitaplarında tam sayılarla çarpma ve bölme işlemlerinin nasıl sunulduğu incelenmiş ayrıca konu içeriğinde verilen örnek ve problemlerin analizi değerlendirilmiştir. Nitel olarak tasarlanan çalışmanın yöntemi doküman incelemesidir. Veri toplama aracı olarak Türkiye, ABD ve Kanada’nın matematik ders kitapları kullanılmıştır. Verilerin analizi içerik analiz yöntemi kullanılarak çözümlenmiştir. Araştırmada, ders kitaplarında tam sayılarla çarpma ve bölme işlemi öğretiminde sunulan problemlerin büyük çoğunluğunun hesaplama, temel bilgi ve becerileri doğrudan uygulama, kapalı uçlu cevap ve matematiksel olduğu sonucuna ulaşılmıştır. Kanada matematik ders kitabında tartışma, yorumlama, bağlantı oluşturma, yansıtıcı düşünme, açık uçlu cevap, gerçek ve otantik bağlam problemleri diğer ders kitaplarına oranla daha fazla olduğu tespit edilmiştir. Türkiye matematik ders kitabındaki problemler ise hesaplama, temel bilgi ve becerileri doğrudan uygulama, kapalı cevap ve matematikseldir. Ayrıca, tam sayılarla çarpma ve bölme işlemi öğretimde tüm ders kitapları sayma pulları ve sayı doğrusu modelini kullanmıştır. Ancak sadece Kanada matematik ders kitabı tam sayılarla çarpma ve bölme işlemini öğretiminde model kullanımını ayrıntılı olarak ele almıştır.

Anahtar Kelimeler

matematik ders kitabı, tam sayılar, çarpma ve bölme işlemleri

Kaynakça

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