Matematik Öğrenme Güçlüğüne Sahip Öğrencilerin Kesir Kavramına İlişkin Kavrayışlarının İncelenmesi

Year 2022, Volume: 8 Issue: 3, 333 - 369, 30.11.2022

Cansu Bakırcı Saymaz , Ziya Argün

Abstract

Bu çalışmanın amacı, matematik öğrenme güçlüğüne sahip öğrencilerin kesir kavramının oluşumunda yer alan öncül kavramlara ait düşünmelerini, kavrayışlarını ve anlayışlarını derinlemesine incelemektir. Araştırma nitel desene sahip bir durum çalışmasıdır. Çalışmanın katılımcıları, 5., 6. ve 7. sınıflarda öğrenim gören matematik öğrenme güçlüğüne sahip amaçlı örneklem ile seçilmiş yedi öğrencidir. Çalışmanın verileri araştırmacı tarafından hazırlanan kesir kavramının oluşumunda yer alan öncül kavramlar ile ilgili 48 sorunun yer aldığı yarı yapılandırılmış klinik görüşmeler yoluyla toplanmış ve bu veriler betimsel analiz yöntemiyle analiz edilmiştir. Bu analiz sonucu elde edilen bulgulara göre, öğrencilerin, eşit paylaşımın (bir bütün için) bütünün eş parçaya bölünüp parçaların paylaşımı anlamına geldiğinin farkında oldukları, bütünü parçalama ve kontrol için parçayı tekrarlama eylemlerini yapabildikleri, modeller ile temsil eden kesirleri sözel olarak birim kesirle ifade edebildikleri, ekleme yapıldığında basit kesir ile ifade edilen parçalar koleksiyonunu bütün ile karşılaştırabildikleri ve kesirleri sembolik olarak doğru yazdıkları tespit edilmiştir. Bununla birlikte; birim, birimleştirme gibi ölçme kavramlarındaki eksikliklerinin kesrin ölçme anlamının oluşturulması için engel teşkil ettiği, belirli sayıda verilen nesneleri verilen sayıda kişiye/nesneye eş pay düşecek şekilde ayırmada zorluk yaşadıkları, bütüne ait parçalar koleksiyonu verildiğinde eş parça olup olmadıklarına karar verirken parçaların göz önüne alınan niteliğinin miktarlarının eşit olmasından ziyade parçaların fiziki görünüşüne göre karar verdikleri, pay ve paydanın anlamı ile ilgili anlayışlarının sınırlı olduğu, birden büyük sayıları temsil eden kesirleri sözel olarak ifade etmede ve model oluşturmada zorluk yaşadıkları, kesrin sadece parça-bütün anlamına odaklandıkları, kesirlerin denkliği kavramında, kesrin temsil ettiği miktarları karşılaştırmada ve sıralamada zorluk yaşadıkları belirlenmiştir.

Keywords

Matematik Öğrenme Güçlüğü, Kesirler, Kavrayış, Matematik Eğitimi

Examination of Students with Math Learning Difficulties' Understanding Related to the Concept of Fraction

Abstract

This study aims to deeply analyze the thinking, conception, and understanding of the preliminary concepts involved in the formation fraction concept of students with mathematics learning difficulties. The research was designed with a case study, one of the qualitative research methods, and the participants in the study participants consisted of seven students with mathematics learning difficulties. Participants studying in the 5th, 6th, and 7th grades were selected by purposive sampling. The Data was collected through semi-structured clinical interviews with 48 questions about the preliminary concepts involved in the formation fraction concept. Questions were prepared by the researcher and analyzed by the descriptive analysis method. As a result of the analysis, students were found to be aware equal sharing (for a total) means dividing the sum into equal parts and sharing the parts. They can also split a total and repeat the unite part for control, verbally express the fraction represented by the model as a unit fraction, and compare a collection of parts expressed by a simple fraction with the total when adding. Results indicated that participants could compare and correctly write fractions symbolically. In addition, the deficiencies in measurement concepts such as unit and unitization constitute an obstacle to forming the measurement meaning of fractions for them. They also have difficulty in separating a certain number of given objects in a way that equals a given number of people/things, deciding whether the given collection of parts is equal or no, and determining according to the physical appearance of the parts rather than the equivalent amount of the received quantity. Their understanding of the meaning of the numerator and denominator is also limited. Further, they have difficulty verbally expressing the fractions and creating a model of the fractions that represent numbers greater than one, focusing only on the part-sum meaning of the fraction and acquiring the concept of equivalence of fractions in comparing and ordering the quantities represented by the fraction.

Keywords

Mathematics Learning Disability, Fractions, Students' Understanding

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