Altıncı Sınıf Öğrencilerinin Kesir İşlemlerinde Yer Verilen Farklı Temsillere Yönelik Tercihleri ve Tercih Ettikleri Temsillerdeki Başarı Durumları

Year 2018, , 2136 - 2150, 01.12.2018

Fatma Kara Lütfi İncikabı

https://doi.org/10.17051/ilkonline.2019.506984

Abstract

Bu çalışmanın amacı altıncı sınıf öğrencilerinin kesirlerde toplama
çıkarma işlemine yönelik temsil (sayısal, alan modeli, sayı doğrusu ve sözel)
tercihlerini belirlemek ve kendi tercihlerindeki başarı durumlarını ortaya
koymaktır. Betimleyici doğaya sahip olan bu çalışma tarama çalışması olarak
yürütülmüştür. Çalışma grubu Kastamonu şehrinde MEB'e bağlı üç ortaokulun
altıncı sınıfında olan 31'i erkek ve 28'i kız olmak üzere 59 öğrenciden
oluşmaktadır. Katılımcıları seçmek için amaçlı örnekleme seçim yöntemi
kullanılmıştır. Veriler "Kesir işlemlerinde Çoklu Temsiller Testi"
ile toplanmış ve önceden tanımlanmış temsiller arası geçiş kriterlerine göre
analiz edilmiştir. Öğrencilerin temsil tercihleri ​​ve tercihlerindeki
başarılarının yorumlanması betimsel istatistikler (yüzde ve frekans) ile
sunulmuştur. Alan modeli temsilleri tercihlerde ilk sırada yer alırken, sözel
temsiller en az tercih edilen temsil tipidir. Öğrencilerin temsillere ait
performansları incelendiğinde, öğrencilerin kesirlerde toplama ve çıkarma
işlemlerinde en başarılı oldukları temsil türleri sayısal ve alan model
temsillerdir. Öte yandan, öğrencilerin sözel ve sayısal temsil türlerindeki
başarı durumlarının oldukça düşük olduğu görülmüştür.

Keywords

Çoklu temsiller, kesirlerde toplama ve çıkarma, ortaokul matematik eğitimi, temsil tercihleri

Sixth Grade Students’ Preferences on Multiple Representations Used in Fraction Operations and Their Performance in their Preferences

Abstract

The aim of this study is to determine the
representation preferences (numerical, area model, number line and verbal) of
the sixth-year students for the addition and subtraction of fractions and to
reveal their successes in their preferences. Being descriptive in nature, this
research has been conducted as a survey study. The study group consists of 59
students, 31 of whom are boys and 28 of whom are girls, who are in the sixth
grade of three middle schools affiliated to MoNE in the city of Kastamonu. A
purposeful sampling selection method was used to select participants. The data
were collected by " Multiple Representations in Fraction Operations Test
" and analyzed in accordance with predefined transition criteria.
Representation preferences of students and interpretations of their success in
their preferences were presented through descriptive statistics (percentage and
frequency). While area model representations take the first place in
preferences, verbal representations are the least preferred type of
representation. When students’ performances in the representations are
examined, the most successful representations of students in addition and
subtraction of fractions are numerical and area model representations. On the
other hand, it has been seen that the achievement status of students in the
verbal and numerical representation types is considerably low.

Keywords

Multiple representations, adding and subtracting fractions, middle school mathematics education, representation preferences

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