Matematiksel Modelleme Etkinliklerine Dayalı Öğrenme Ortamının İncelenmesi

Year 2021, Volume: 15 Issue: 1, 62 - 94, 27.06.2021

Zeynep Çavuş Erdem Ramazan Gürbüz

https://doi.org/10.17522/balikesirnef.896038

Abstract

Bu araştırma, matematiksel modelleme etkinliklerine dayalı öğrenme ortamında öğrencilerin matematiksel bilgilerindeki değişime ilişkin sonuçlar sunmaktadır. Yedinci sınıfta öğrenim gören 6 öğrenciyle (13 yaş) yürütülen araştırmada, alan ölçme konusunun kazanımlarına yönelik olarak hazırlanan 8 adet matematiksel modelleme etkinliği uygulamaları, video ve ses kayıtları, öğrenci çözüm raporları ve araştırmacı notları aracılığıyla incelenmiştir. Uygulama sürecindeki verileri desteklemek amacıyla, öncesinde ve sonrasında öğrencilerle bireysel görüşmeler gerçekleştirilmiştir. Araştırmada elde edilen sonuçlar, matematiksel modelleme yöntemiyle yapılan öğretimin öğrencilerin alan ölçme bilgi ve becerilerini önemli ölçüde desteklediği yönündedir. Söz konusu gelişimin, matematiksel modelleme sürecinde ortaya çıkan öğrenme fırsatları yoluyla desteklendiği sonucuna ulaşılmıştır. Öğrencilerin alan ölçme bilgi ve becerilerinin gelişiminde birim kare kavramının oluşması ve alan ölçme bağıntısının birim kareyle ilişkilendirilerek açıklanması, bir lokomotif etkisi oluşturmuştur. Sonuçlar, matematiksel modelleme uygulamalarının öğretim programında yer alması gerektiğini gösterir niteliktedir.
Anahtar kelimeler: alan ölçme, matematiksel modelleme, öğrenme ortamı

Keywords

alan ölçme, matematiksel modelleme, öğrenme ortamı

Thanks

Araştırma sürecindeki katkılarından dolayı Adıyaman Üniversitesi ilköğretim Matematik Eğitimi Ana bilim dalında görev yapan Dr. Muhammed Fatih DOĞAN’a teşekkür ederiz. Due to his contributions to the research process, we would like to thank Dr. Muhammed Fatih DOĞAN who works in Adıyaman University Department of Elementary Mathematics Education.

Investigation of Learning Environment Based on Mathematical Modeling Activities

Abstract

This study aimed to examine change in students' mathematical knowledge in a learning environment based on mathematical modeling activities. The study conducted with six students (13-year-old) and examined the seventh graders’ eight mathematical modeling activities prepared for the acquisition of the area measurement subject through applications, video and sound recordings, student solution reports, and researcher notes. To support the data in the implementation process, individual interviews were held with the students. The findings of the study revealed that teaching through mathematical modeling method supports students' area measurement knowledge and skills significantly. This development is supported through learning opportunities that arise in the mathematical modeling process. The formation of the unit square concept in the development of students’ area measurement knowledge and skills and the explanation of the area measurement relation by associating it with the unit square created a locomotive effect. The findings of the study showed that mathematical modeling applications should be included in the curriculum.

Keywords

area measurement, learning environment, mathematical modeling

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