Ortaokul Öğrencilerinin Kesir ve Geometrik Alan Ölçme Bilgisini Birbirine Bağlama Becerisinin Belirlenmesi

Year 2023, Volume: 17 Issue: 2, 963 - 993, 02.01.2024

Fatma Nur Öztürk , Nejla Gürefe

https://doi.org/10.17522/balikesirnef.1319889

Cited By: 1

Abstract

Bu çalışmada ortaokul öğrencilerinin kesir bilgisi ve geometrik alan ölçme Bilgisi ortaya çıkarılarak kesri belirlerken alan ölçme bilgisini nasıl kullandığı belirlenmiştir. Durum çalışması şeklinde tasarlanan bu çalışma 6, 7 ve 8. sınıflardan belirlenen dokuz öğrenci ile yürütülmüştür. Birebir görüşmeler yoluyla toplanan veriler betimsel analiz kullanılarak analiz edilmiştir. Bulgular sonucunda katılımcıların kesir ve alan ölçme bilgisinin ön içselleştirme, içselleştirme, yoğunlaştırma ve yenidenleştirme profillerinden çoğunlukla ön içselleştirme profilinde olduğu belirlenmiştir. Öğrencilerin farklı bölümlendirilmiş kesir alan modellerinde, değişik stratejiler ve yöntemler kullandıklarını, farklı zihinsel şemalar ortaya çıkardıklarını ve öğrencilerin görevlere verdiği yanıtların kesir bilgisi ve alan ölçme bilgisini ortaya çıkardığı görülmüştür. Araştırmanın sonucunda kesir kavramı gibi önemli bir kavramı öğreten matematik öğretmenlerinin ve sınıf öğretmenlerinin temel matematiksel kavramları bütünleştirebilen görevler tasarlamaları ve farklı alanlar arasında bağ kurmaları konusunda öneride bulunulabilir.

Keywords

Kesir, alan ölçme, ortaokul öğrencileri

Supporting Institution

Yok

Project Number

Yok

Thanks

Yok

How do Middle School Students Use Their Knowledge of Geometric Area Measurement When Determining Fractions?

Abstract

In this study, the objective was to assess students' proficiency in utilizing their knowledge of geometric area measurement and fractions, and to examine how they apply this knowledge in determining fractions. The research, structured as a case study, encompassed nine students from the 6th, 7th, and 8th grades. Data gathered through individual interviews were analyzed using content analysis. The findings revealed that participants predominantly exhibited a preliminary internalization profile in terms of their understanding of fractions and area measurement. This profile encompasses stages such as pre-internalization, internalization, condensation, and reification. It was observed that students employed diverse strategies and methods within various segmented fraction area models, thereby unveiling distinct mental schemes. The responses provided by students to the tasks illustrated their comprehension of fractions and area measurement. Based on the research results, it is recommended that mathematics teachers and classroom instructors, tasked with imparting crucial concepts like fractions, devise tasks that integrate fundamental mathematical principles and establish connections across different domains.

Keywords

Fraction, Area Measurement, Middle School Students

Project Number

Yok

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