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Unveiling Strategies and Difficulties: Investigating Secondary School Students' Approaches to Area Measurement Problems

Year 2024, Issue: 61, 2607 - 2631, 27.09.2024

Ayşe Asil Güzel , Sibel Yeşildere İmre

https://doi.org/10.53444/deubefd.1502725

Abstract

This study aims to explore the strategies that secondary school students employ and the difficulties they encounter when solving area measurement problems. The participants consist of 75 seventh and eighth-grade students from southeast Turkey. Data were obtained through a form comprising six open-ended problems, designed to uncover the “nature of justifications”. Analysis of the students' responses revealed 11 distinct strategies and 11 difficulties. The most frequently employed strategies for solving area problems were reasoning through drawing shapes and applying the area formula (axb). Students struggled the most with distinguishing changes in the area from changes in the perimeter. It was observed that the root of the difficulties experienced by the students was challenges in measuring length. Notably, when presented with contextual problems, students focused on the context and justified their solutions based on cultural factors. As such, it is recommended that the process should be designed while considering cultural factors (both facilitators and inhibitors) in teaching subjects such as area measurement, which are closely related to real life.

Keywords

Area measurement problem-solving strategies students’ difficulties justification

References

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Strateji ve Zorlukları Ortaya Çıkarma: Ortaokul Öğrencilerinin Alan Ölçme Problemlerine Yaklaşımlarının İncelenmesi

Year 2024, Issue: 61, 2607 - 2631, 27.09.2024

Ayşe Asil Güzel , Sibel Yeşildere İmre

https://doi.org/10.53444/deubefd.1502725

Abstract

Bu araştırma ortaokul öğrencilerinin alan problemleri çözümlerine yansıyan stratejileri ve karşılaştıkları zorlukları ortaya koymak amacı ile gerçekleştirilmiştir. Çalışmaya Türkiye’nin güney doğusundaki bir büyük şehirden 7 ve 8. sınıflar öğrencilerinden oluşan 75 kişi katılmıştır. Farklı gerekçelendirme türleri dikkate alınarak oluşturulan 6 açık uçlu sorudan 3 bağlam içerisinde sorulmuştur. Öğrencilerin çözümleri incelendiğinde 11 farklı strateji ve 11 farklı zorlukla karşılaşıldığı tespit edilmiştir. Öğrencilerin alan problemi çözümünde en sık kullandıkları stratejinin şekil çizerek muhakeme etmek ve alan formülü (axb) kullanmak olduğu görülmüştür. Yapılan incelemeler ışığında en sık yaşanan zorluk ise öğrencilerin alandaki değişim ile çevrede gerçekleşen değişimi ayırt etmek olduğu tespit edilmiştir. Ayrıca öğrencilerin yaşadıkları zorlukların temelinde uzunluğu hesaplama ve tespit etmeye dair zorluklar olduğu görülmüştür. Son olarak bağlam içinde sorulan problemlerde öğrencilerin bağlama odaklandıkları ve kültürel faktörler ışığında çözüm gerekçeleri sundukları tespit edilmiştir. Bu bağlamda günlük hayata teması çok olan alan ölçme /hesaplama gibi konuların öğretiminde kültürel faktörler (kolaylaştırıcı ve engelleyici) dikkate alınarak sürecin tasarlanması önerilmektedir.

Keywords

Alan ölçme problem çözme stratejileri öğrenci zorlukları gerekçelendirme

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  • Bingölbali, E., & Özmantar, M. F. (2015). Matematiksel zorluklar ve çözüm önerileri. Matematiksel kavram yanılgıları: sebepleri ve çözüm arayışları, 1-30.
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  • Cai, J. (2003). Singaporean students' mathematical thinking in problem solving and problem posing: an exploratory study. International journal of mathematical education in science and technology, 34(5), 719-737. https://doi.org/10.1080/00207390310001595401
  • Çavuş Erdem, Z. (2018). Matematiksel modelleme etkinliklerine dayalı öğrenim sürecinin alan ölçme konusu bağlamında incelenmesi yayınlanmamış doktora tezi. Adıyaman Üniversitesi.
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  • Driscoll, M. J., DiMatteo, R. W., Nikula, J., & Egan, M. (2007). Fostering geometric thinking: A guide for teachers, grades 5-10. Portsmouth, NH: Heinemann.
  • Duval, R. (1998). Geometry from a cognitive point of view. In C. Mammana & V. Villani (Eds.), Perspectives on the teaching of geometry for the 21st century: An ICMI study (pp. 37–52). Dordrecht, The Netherlands: Kluwer.
  • Elçi, A. N. (2022). 4MAT Öğrenme Stillerine Uygun Olarak Seçilen Öğrenme Yöntemlerinin Matematik Öğretmen Adaylarının Açık Uçlu Problem Çözmedeki Başarısına Etkisi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, (53), 725-741. https://doi.org/10.53444/deubefd.1119801
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Details

Primary Language English
Subjects Mathematics Education
Journal Section Articles
Authors

Ayşe Asil Güzel 0000-0002-2698-9852

Sibel Yeşildere İmre 0000-0003-3878-3859

Publication Date September 27, 2024
Submission Date June 19, 2024
Acceptance Date September 10, 2024
Published in Issue Year 2024 Issue: 61

Cite

APA Asil Güzel, A., & Yeşildere İmre, S. (2024). Unveiling Strategies and Difficulties: Investigating Secondary School Students’ Approaches to Area Measurement Problems. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(61), 2607-2631. https://doi.org/10.53444/deubefd.1502725
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