TÜRKİYE’DEKİ VE AMERİKA BİRLEŞİK DEVLETLERİ’ NDEKİ ORTA OKUL MATEMATİK DERS KİTAPLARINDA BULUNAN ORAN VE ORANTI PROBLEMLERİNİN KARŞILAŞTIRILMALI

Year 2013, Volume: 14 Issue: 1, 1 - 15, 01.01.2013

Lütfi İncikabı Hartono Tjoe

Abstract

Bu çalışma, Türkiye’ de ve Amerika’ da bulunan matematik ders kitaplarındaki oran ve orantı konusunu içeren problemlerin benzerlikler ve farklılıklar bakımından analiz etmeyi amaçlamaktadır. 6. ve 7. sınıf ders kitaplarındaki bu problemler, matematiksel özellikleri, içeriksel özellikleri ve performans özellikleri bakımından içerik analizine tabii tutulmuştur. Birleşik Devletler’ deki kitaplarla kıyaslandığında, Türkiye’ deki ders kitapları 1 daha çok sadece matematiksel terimler kullanan problemler içermekte ama daha az gerçek hayat uygulalmaları içeren poblemlere yer vermekte, 2 daha çok uygulama ve muhakeme gerketiren problemler içermekte ama daha az bilme bilişsel alanı vurgulanmakta ve 3 açıklamalar ve çözüm süreçleri daha çok vurgulanmakata ama teknoloj kullanımını gerektiren hiçbir problem kullanmamaktadır.Genel olarak, Birleşik Devletler’ deki ders kitaplarının daha az çok adımlı problemler içerdiği ve daha düşük matematiksel ve bilişsel yeterlikler gerektiren problemlerle donatıldığı görülmüştür.

Keywords

matematik ders kitapları, oran ve orantı, Türkiye, Birleşik Devletler

A Comparative Analysis of Ratio and Proportion Problems inTurkish and the U.S. Middle School Mathematics Textbooks

Abstract

This study aimed to examine cross-national similarities and differences between problems involving Proportion and Ratio in Turkish mathematics textbooks and those in the U.S. mathematics textbooks. In particular, content analysis methodology was used to analyze these textbook problems at the 6th and 7th grade level in terms of their mathematics features, contextual features, and performance requirements. Compared with the U.S. textbooks, Turkish textbooks contained: 1 more pure mathematics problems but fewer real-life-application problems, 2 more Ratios and Proportions problems in the cognitive domains of applying and reasoning but fewer in the cognitive domain of knowing, and 3 more emphasis on explanations and solution processes in their problems but no problems involving the use of technology. In general, the U.S. textbooks included fewer multiple step problems and were dominated with problems of low mathematical and cognitive requirements.

Keywords

Mathematics textbooks, ratio and proportion, Turkey, United States

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