Çok Doğru Cevaplı ve Çok Çözüm Metotlu Etkinliklerin Ortaokul Matematik Ders Kitaplarındaki Yeri

Year 2020, Volume: 7 Issue: 4, 214 - 235, 23.12.2020

Erhan Bingölbali Ferhan Bingölbali

Abstract

Bu çalışmada ortaokul matematik ders kitaplarındaki etkinliklerin sahip oldukları doğru cevap sayıları ve talep ettikleri çözüm metotları açısından incelenmesi amaçlanmıştır. Bu amaçla etkinlikler, (i) çok doğru cevap, (ii) tek doğru cevap, (iii) çok çözüm metodu ve (iv) tek çözüm metodu kategorileri açısından analiz edilmiştir. Çok doğru cevaba sahip etkinlikler, (i) sonlu çok doğru cevap (belirli veya değişken özellikli), (ii) sonsuz doğru cevap alt kategorileri altında ayrıca irdelenmiştir. Bu doğrultuda ortaokul düzeyinde her bir seviyeden (5, 6, 7, 8. sınıflar) birer kitap olmak üzere toplam dört kitaptaki etkinlikler kullanılmıştır. Elde edilen tüm bulgular birlikte değerlendirildiğinde, etkinliklerin ağırlıklı olarak tek çözüm metotlu olduğu ve sonsuz doğru cevaplı etkinliklere tüm kitaplarda sadece iki kez yer verildiği görülmüştür. Belirli sayıda çok doğru cevaba sahip etkinlikler ile tek doğru cevaplı etkinlikler belirli ve sabit ortak paydasında değerlendirildiğinde, sabit sayıda doğru cevabı olan etkinliklerin %75.5 oranında olduğu görülmüştür. Kitaplar arasında, beşinci sınıf ders kitabında daha fazla çok doğru cevaplı ve çok çözüm metotlu etkinliklere yer verilmiştir. Elde edilen bulgular, üst-düzey düşünme becerisi, üretkenlik, derin anlama ve öğrenciye biçilen roller ile ilişkilendirilerek tartışılmış ve bu bulgulara dayalı olarak ders kitabı ve öğretim programları araştırmaları için önerilerde bulunulmuştur. 

Keywords

açık uçlu matematiksel etkinlikler, çok doğru cevaplı etkinlikler, çok çözüm metotlu etkinlikler, matematik ders kitabı analizi

Supporting Institution

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Project Number

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Thanks

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An Examination of Tasks in Elementary School Mathematics Textbooks in Terms of Multiple Outcomes and Multiple Solution Methods

Abstract

This study aims to explore the extent to which elementary level mathematics textbooks present mathematical tasks with multiple correct outcomes and multiple solution methods. Textbook tasks are examined in terms of whether they have (i) multiple correct outcomes, (ii) a single correct outcome, (iii) multiple solution methods, and (iv) a single solution method. Further analysis is carried out on tasks with multiple correct outcomes in order to show if these outcomes are (i) finite (fixed or variable) or (ii) infinite. To this aim, four elementary level mathematics textbooks (one textbook from each of 5th, 6th, 7th, and 8th grade) are analysed. The data overall show that the tasks mainly require one solution method and they are largely closed-ended. The percentage of the tasks which has a fixed number of correct outcomes (either one correct outcome or the numbers of correct outcomes is fixed) is 75.5%. Further, the 5th grade textbook is different and presents more tasks with multiple outcomes and multiple solution methods. It is also found that only two tasks with infinite correct outcomes are presented in all four books. These findings are discussed with regard to higher order thinking skills, creativity and roles assigned to students, and some conclusions are drawn from findings for textbooks and curriculum studies.

Keywords

Open-ended mathematical tasks, tasks with multiple correct outcomes, tasks with multiple solution methods, mathematics textbooks analysis

Project Number

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