The Effect of a Learning Environment Designed Using Different Teaching Ways on Mathematical Reasoning and Mathematics Attitude

Year 2019, , 1257 - 1271, 15.05.2019

Emrullah Erdem , Yasin Soylu

https://doi.org/10.24106/kefdergi.3056

Cited By: 4

Abstract

The purpose of this research is to determine
the effect of a learning environment enriched by using different teaching ways
on mathematical reasoning and mathematics attitude. The study was carried out
with the participation of 27 seventh-grade students who study at a state middle
school randomly selected from a city center in Turkey. Instruction of fractions
and integers was performed in the designed learning environment for 8 weeks (32
lesson hours in total) by using educational games, concrete materials,
cartoons, computer-aided applications, and associating with daily life and
discussing in cooperative heterogeneous groups. The data were obtained from
students’ responses to the Mathematical Reasoning Test (MRT) and the
Mathematical Attitude Scale (MAS) on pretest and posttest. Responses to MRT and
MAS were analyzed using the Wilcoxon Signed Ranks Test. Analyzes have shown
that the intervention in this environment improves students’ mathematical
reasoning significantly and improves their attitudes towards mathematics to a
significant degree. It has been observed that through open-ended problems
presented in cooperative groups, instead of focusing on the answer options,
students tried to provide a solution, explaining the solution, discussing it
with their group friends, developing different strategies and thus they were
found to have more mathematical reasoning. This result underscores the need to
use open-ended problems in determining, evaluating, and improving mathematical
reasoning. 

Keywords

designing learning environment, mathematical reasoning, mathematics attitude, seventh grade students, open-ended problems

Farklı Öğretim Yolları Kullanılarak Tasarlanan Bir Öğrenme Ortamının Matematiksel Muhakemeye ve Matematik Tutumuna Etkisi

Abstract

Bu araştırmanın amacı,
farklı öğretim yolları kullanılarak zenginleştirilen bir öğrenme ortamının
matematiksel muhakemeye ve matematik tutumuna etkisini belirlemektir. Çalışma,
Türkiye’deki bir il merkezinden rastgele seçilen bir devlet ortaokulunda okuyan
27 yedinci sınıf öğrencisinin katılımıyla yürütülmüştür. Tasarlanan öğrenme
ortamında kesirler ve tamsayılar konularının öğretimi; eğitsel oyunlar, somut
materyaller, karikatürler ve bilgisayar destekli uygulamalar kullanılarak,
günlük yaşamla ilişkilendirilerek ve işbirlikli heterojen gruplarla
tartışılarak sekiz hafta boyunca (toplam 32 ders saati) gerçekleştirilmiştir.
Araştırmanın verileri, öğrencilerin Matematiksel Muhakeme Testi (MMT)’ne ve
Matematik Tutum Ölçeği (MTÖ)’ne öntest ve sontestte verdikleri cevaplardan elde
edilmiştir. MMT ve MTÖ’ye verilen cevaplar Wilcoxon İşaretli Sıralar Testi
kullanılarak analiz edilmiştir. Yapılan analizler; bu öğrenme ortamında yapılan
müdahalenin öğrencilerin matematiksel muhakemelerini anlamlı düzeyde
geliştirdiğini ve öğrencilerin matematiğe ilişkin tutumlarını anlamlı düzeyde
iyileştirdiğini göstermiştir. Öte yandan, işbirlikli gruplarda sunulan açık
uçlu problemler sayesinde öğrencilerin cevap seçeneklerine odaklanmak yerine
bir çözüm sunmaya çalıştığı, çözümünü açıkladığı, grup arkadaşlarıyla
tartışarak farklı stratejiler geliştirdikleri ve bu sayede daha fazla
matematiksel muhakemede bulundukları gözlenmiştir. Bu sonuç, matematiksel
muhakemeyi belirlemede, değerlendirmede ve geliştirmede açık uçlu problemlerin
kullanılması gerektiğinin altını çizmektedir. 

Keywords

öğrenme ortamı tasarımı, matematiksel muhakeme, matematik tutumu, yedinci sınıf öğrencileri, açık uçlu problemler

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