Mathematical Reasoning Activity: Compare, Generalize and Justify

Year 2024, Volume: 18 Issue: 2, 291 - 323, 27.12.2024

Tuba Öz , Zeynep Çiftci

https://doi.org/10.17522/balikesirnef.1506921

Abstract

The significance of mathematical reasoning skills is often highlighted in national and international curricula. In recent years, the process aspect of mathematical reasoning has been examined through comparison, generalization, and justification. Emphasizing these process abilities is crucial for creating learning settings that develop mathematical thinking and enhance teacher's understanding. This study assessed middle school students' comparation, generalization, and justification within reasoning activities. The participants were 27 sixth-grade students engaged in a mathematical reasoning workshop. The research data were gathered via a reasoning activity including three open-ended sub-problems addressed by the students. The data were analyzed using content analysis. The results showed that middle school students were capable of comparison, although they had difficulties in generalization and justification. Upon comprehensive evaluation, it was concluded that the number of students who completed these three steps cohesively was considerably low.

Keywords

Mathematical reasoning skill, comparing, generalizing, justification

Ethical Statement

Study-specific approval by the appropriate ethics committee for research involving humans and/or animals (The research study that underpins this publication was provided by Ataturk University, Registration number 05.07.2023/7).

Matematiksel Akıl Yürütme Etkinliği: Karşılaştır, Genelle, Gerekçele

Abstract

Matematiksel akıl yürütme becerisinin önemi hem ulusal hem de uluslararası müfredatlarda sıklıkla vurgulamaktadır. Özellikle son yıllarda, matematiksel akıl yürütmenin süreç yönü, karşılaştırma, genelleme ve gerekçelendirme açısından ele alınmıştır. Bu süreç becerilerine odaklanmak, matematiksel akıl yürütme becerilerinin geliştirilmesi için öğrenme ortamlarının hazırlanmasında ve öğretmenlerin farkındalığının artırılmasında oldukça önemlidir. Bu çalışma ile ortaokul öğrencilerinin akıl yürütme etkinliği kapsamında karşılaştırma, genelleme ve gerekçelendirme durumları incelenmiştir. Araştırmanın katılımcılarını matematiksel akıl yürütme atölyesine katılan 6. sınıf seviyesindeki 27 öğrenci oluşturmaktadır. Araştırma verileri öğrencilerin cevaplandırdığı 3 açık uçlu alt problemden oluşan akıl yürütme etkinliği ile toplanmıştır. Veriler içerik analizi ile analiz edilmiştir. Araştırmanın sonuçlarına göre, ortaokul öğrencilerinin karşılaştırma yapabildiklerini fakat genelleme ve gerekçelendirme basamaklarında problem yaşadıklarını göstermektedir. Bir bütün olarak düşünüldüğünde ise bu üç süreci de bağlantılı bir şekilde tamamlayan öğrenci sayısının çok az olduğu sonucuna varılmıştır.

Keywords

Matematiksel akıl yürütme becerisi, karşılaştırma, genelleme, gerekçelendirme

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