İLKOKUL VE ORTAOKUL ÖĞRENCİLERİNİN ORANTISAL DURUMLARI ORANTISAL OLMAYAN DURUMLARDAN AYIRT EDEBİLME BECERİLERİ

Year 2016, Volume: 17 Issue: 3, 281 - 299, 01.08.2016

Zülbiye Uçar Figen Bozkuş

Abstract

Bu çalışmanın amacı, öğrencilerin orantısal ve orantısal olmayan durumları ayırt edebilme becerilerinin belirlenmesidir. Bu amaçla öğrencilerin orantısal ve orantısal olmayan problemlerin çözümünde kullandıkları stratejiler incelenmiştir. Araştırma, 4. , 5., 6. ve 7. sınıf ilkokul ve ortaokul öğrencileri olmak üzere toplam 320 öğrenci ile yürütülmüştür. Çalışmanın verileri, dört problemden oluşan bir test ile toplanmıştır. Testteki problemlerden iki tanesi toplamsal durumları orantısal olmayan ve iki tanesi ise çarpımsal durumları orantısal içermektedir. Öğrencilerin kullandıkları stratejiler çarpımsal ve toplamsal olmasına göre sınıflandırılmıştır. Araştırma sonuçları, bazı öğrencilerin iki problem durumunu ayırt edemediklerini, toplamsal durumu içeren problemlerde çarpımsal çözüm stratejilerini kullanma, çarpımsal durumu içeren problemlerde ise toplamsal çözüm stratejilerini kullanma eğilimini gösterdiği tespit edilmiştir.

Keywords

Oran-orantı, orantısal akıl yürütme, ilkokul ve ortaokul öğrencileri

Primary and Middle School Students’ Ability to Distinguish Proportional and Non-Proportional Situations

Abstract

The aim of this study was to identify students’ ability to distinguish proportional and nonproportional situations. To accomplish the purpose of the study, the strategies used by primary and middle school students to solve proportional and non-proportional problems were examined. The study was conducted with a total of 320 students from 4th, 5th, 6th and 7th grades. Data was collected by a written test consisting of four problems. Two problems included additive situations non-proportional and two of them contained multiplicative situations proportional . Strategies used by the students were classified according to their types: multiplicative or additive. The results indicated that some of the students can not distinguish the two problem situations, and tend to use multiplicative strategies in additive situations and additive strategies in multiplicative situations

Keywords

Ratio-proportion, proportional reasoning, primary and middle school students

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