Farklılaştırılmış Bilgisayar Destekli Matematik Etkinliklerinin Üstün Yetenekli Öğrencilerin Bilgi-İşlemsel Düşünme ve Matematiğe Yönelik Tutumlarına Etkisi

Year 2023, Issue: 34, 520 - 541, 27.10.2023

Nurullah Taş , Aslan Gülcü

https://doi.org/10.54600/igdirsosbilder.1315071

Abstract

Bu çalışmanın temel amacı, üstün yetenekli öğrencilere yönelik geliştirilen bilgisayar destekli matematik etkinliklerinin, bilgi-işlemsel düşünme becerilerine (yaratıcılık, algoritmik düşünme, işbirliklilik, eleştirel düşünme, problem çözme alt boyutlarıyla birlikte) ve matematiğe yönelik tutuma (ilgi, kaygı, çalışma, gereklilik gibi alt boyutlarıyla birlikte) etkisini araştırmaktır. “Ön test, son test deney-kontrol gruplu deneysel desen” kullanılmıştır. Araştırmanın örneklemini 22 üstün yetenekli öğrenci oluşturmaktadır. Bu öğrencilerden 11'i deney grubunda, diğer 11 öğrenci ise kontrol grubunda yer almaktadır. Veri toplama aracı olarak bilgi-işlemsel düşünme ve matematiğe yönelik tutum ölçeği kullanılmıştır. Nicel veriler analiz etmek için Mann-Whitney U testi ve Wilcoxon-Z testi kullanılmıştır. Deney ve kontrol grubunun bilgi-işlemsel düşünme becerilerinin yaratıcılık ve algoritmik düşünme boyutlarında anlamlı düzeyde farklılaştığı görülmüştür. Matematiğe yönelik tutumun alt boyutlarından çalışma ve gereksinim açısından anlamlı farklılık bulunmuştur. Bilgisayar tabanlı matematiksel etkinlikler, hesaplamalı düşünmenin yaratıcılık ve algoritmik düşünme boyutlarını olumlu yönde etkilemiştir. Bu etkinlikler matematiğe yönelik tutumun kaygı ve çalışma boyutlarını geliştirmiştir. Çalışmanın sonuçlarına göre bu etkinliklerin daha fazla geliştirilmesi ve yaygınlaştırılması gerektiği söylenebilir.

Keywords

matematiğe yönelik tutum, bilgi-işlemsel düşünme, üstün yeteneklilik

Supporting Institution

Yok

Project Number

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Thanks

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The Effects of Differentiated Computer-Based Mathematical Activities on Gifted Students’ Computational Thinking and Attitudes Toward Mathematics

Abstract

The present study aims to investigate the effects of differentiated computer-based mathematical activities on computational thinking and attitude toward mathematics. "Pre-test, post-test experimental-control group design" was used. The sample of the study consists of 22 gifted students. Eleven students are in the experimental group; the other is in the control group. The computational thinking and attitude toward mathematics scale have been used as data collection tools. Mann-Whitney U test and Wilcoxon-Z test were used to analyze quantitative data. It was seen that the experimental and control group's computational thinking skills differed significantly in creativity and algorithmic thinking dimensions. There is a significant difference in attitude toward mathematics regarding study and requirements. Computer-based mathematical activities have positively affected the creativity and algorithmic thinking dimensions of computational thinking. These activities have improved the anxiety and study dimensions of the attitude toward mathematics. These activities should be developed more and disseminated.

Keywords

attitude toward mathematics, computational thinking, computer-based mathematical activities, giftedness

Project Number

Yok

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