5.Sınıf Öğrencilerinin Kesirlerle Toplama ve Çıkarma İşlemine Yönelik Kurdukları Problemlerin Analizi

Year 2020, Volume: 21 Issue: 1, 19 - 37, 20.07.2020

Ayşe Özer Arzu Karacaköylü Reyhan Tekin Sitrava

https://doi.org/10.12984/egeefd.556447

Cited By: 1

Abstract

Bu çalışmanın amacı, 5. sınıf öğrencilerinin kesirlerle toplama ve çıkarma işlemine yönelik kurdukları problemleri incelemektir. Araştırmada nitel araştırma yöntemlerinden bütüncül tek durum deseni kullanılmıştır. Araştırma 2017-2018 eğitim-öğretim yılında, Kırıkkale il merkezindeki iki farklı devlet okulunda öğrenim gören 40 beşinci sınıf öğrencisi ile yürütülmüştür. Katılımcıların belirlenmesinde tipik durum örnekleme tekniği kullanılmıştır. Çalışmanın verileri, altı açık uçlu sorudan oluşan problem kurma soru seti kullanılarak toplanmış ve veriler içerik analizi ve betimsel analiz yöntemi kullanılarak analiz edilmiştir. İlk olarak, öğrencilerin yazdıkları ifadeler problem, problem değil ve boş kategorileri olarak sınıflandırılmıştır. İkinci olarak, problem olarak kodlanan ifadeler, matematiksel açıdan doğru olup olmadıklarına göre analiz edilmiştir. Çalışmadan elde edilen bulgulara göre, öğrencilerin yazdıkları ifadelerin % 81.25’i problem kategorisinde, % 16.25’i problem değil ve % 2.5’i boş kategorisinde yer almıştır. Çalışmanın amacı doğrultusunda problem olarak değerlendirilen ifadelerdeki hatalar incelenmiştir. Buna göre, parça-bütün ilişkisini kuramama, kesir sayılarına doğal sayı anlamı yükleme, problemde ifade eksikliği ve veri eksikliği olarak isimlendirilen dört farklı hata türü tespit edilmiştir.

Keywords

Problem kurma, Kesirler, 5. sınıf öğrencileri

Analysis of the Problems 5th Grade Students Posed related to Addition and Subtraction in Fractions

Abstract

The aim of this case study is to examine the problems that 5th grade students posed related to addition and subtraction in fractions. Holistic single case design which is one of the qualitative research methods was used in this study. It was conducted with 40 fifth grade students enrolled in two different public schools in 2017-2018 academic year. The data were collected through a questionnaire consisting of 6 open-ended questions and analyzed by using content analysis and descriptive analysis methods. Firstly, the expressions of students were classified as problem, not problem and empty. Secondly, the expressions which were coded as problem were analyzed in terms of whether they were mathematically correct or not. According to the findings of the study, 81.25 % of the students' expressions were coded as problem, 16.25 % were coded as not problem and 2.5 % were denoted as empty. In accordance with the aim of the study, the expressions which were stated as problem were analyzed to determine the errors in the problems. Accordingly, four different errors were identified which were named as unable to establish part-whole relationship, attributing natural number meaning to the fractions, lack of expression in the problem, and lack of givens.

Keywords

Problem posing, Fractions, 5th grade students

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