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MATEMATİKSEL MODELLEME ETKİNLİKLERİNİN 5.SINIF ÖĞRENCİLERİNİN MATEMATİK DERSİNDEKİ AKADEMİK BAŞARILARINA ETKİSİ

Year 2015, Volume: 23 Issue: 2, 581 - 600, 15.05.2015

Züleyha Yıldırım Ahmet Işık

Abstract

Bu araştırmanın amacı, matematiksel modelleme etkinlikleriyle zenginleştirilen bir öğretim uygulamasının ortaokul beşinci sınıf öğrencilerinin matematik dersindeki akademik başarılarına etkisini incelemektir. Deneysel yöntemin ön test-son test kontrol gruplu modelinin kullanıldığı araştırma, 2012-2013 eğitim öğretim yılında Erzurum ili Palandöken ilçesindeki bir ortaokulun 55 beşinci sınıf öğrencisi ile gerçekleştirilmiştir. Öğretim, deney grubunda (28 öğrenci) matematiksel modelleme etkinliklerine dayalı olarak, kontrol grubunda (27 öğrenci) ise matematiksel modelleme etkinliklerinin yer almadığı mevcut programa göre gerçekleştirilmiştir. Geçmiş yıllara ait Parasız Yatılılık ve Bursluluk Sınav sorularıyla oluşturulan başarı testi her iki gruba da ön test ve son test olarak uygulanmıştır. Araştırmanın sonucunda, matematiksel modelleme etkinlikleriyle yapılan öğretimin, matematiksel modelleme etkinliklerinin yer almadığı programa göre öğretim uygulamasından, akademik başarıyı artırmada daha etkili olduğu tespit edilmiştir.Elde edilen bulgulara dayanarak, öğrencileri tek düzelikten uzaklaştıran matematiksel modelleme etkinliklerinin, ders ortamlarında uygulanmasını artırmaya yönelik daha fazla çalışmaya yer verilmesi gerektiği söylenebilir.

Keywords

Matematik eğitimi akademik başarı matematiksel modelleme çevre hesaplama konusu.

References

  • Andresen, M. (2009). What roles can modelling play in multıidisciplinary teaching. Procee- dings of the 6th Congress of the European Society for Research in Mathematics Educati- on. 2196-2205.
  • Aravena D. M. and Caamaño E. C. (2009). Mathematical models in the secondary Chilean education. M. Blomhİj, S. Carreira (Eds.), Mathematical applications and modeling in the teaching and learning of mathematics. Proceeding from topic study group 21 at the 11th International Congress on Mathematics Education, 159-176.
  • Barbosa, J. C .(2009). Mathematical modelling, the socio-critical perspective and the reflexive discussions. M. Blomhİj, S. Carreira (Eds.), Mathematical applications and modeling in the teaching and learning of mathematics. Proceeding from topic study group 21 at the 11th International Congress on Mathematics Education,133-144.
  • Blomhoj, M. (2009). Different perspectives in research on teaching and learning mathemati- cal modelling. M. Blomhİj, S. Carreira (Eds.), Mathematical applications and modeling in the teaching and learning of mathematics. Proceeding from topic study group 21 at the 11th International Congress on Mathematics Education, 1-18.
  • Blum, W. (1991). Applications and modelling in mathematics teaching a review of arguments and ınstructional aspects. M. Niss, W. Blum ve I. Huntley (Eds.), Teaching of mathemati- cal modelling and applications.Chichester: Ellis Horwood, 10-29.
  • Blum, W. and Niss, M. (1991). Applied mathematical problem solving, modelling, applica- tions, and links to other subjects - state, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22(1), 37-68.
  • Blum, W. (1993). Mathematical modelling in mathematics education and instruction. T. Brei- teig, I. Huntley ve G. Kaiser-Messmer (Ed.), Teaching and learning mathematics in con- text. New York: Ellis Horwood, 3-14.
  • Blum, W. and Ferri, B. D. (2009). “Mathematical modelling: Can it be taught and learnt?” Journal of Mathematical Modelling and Application, 1(1), 45-58.
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayıncılık.
  • Çiltaş, A.ve Işık, A. (2012). İlköğretim matematik öğretmeni adaylarının dizi ve serilerle ilgili zihinsel modellerinin belirlenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 167-182.
  • Çiltaş, A.ve Işık, A. (2013). Matematiksel modelleme yoluyla öğretimin ilköğretim matematik öğretmeni adaylarının modelleme becerileri üzerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri. 13(2), 1177-1194.
  • Doruk, B. K. (2010). Matematiği günlük yaşama transfer etmede matematiksel modelleme- nin etkisi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü İlköğretim Anabilim Dalı, Yayınlanmamış Doktora Tezi, Ankara.
  • English, Lyn D. (2004). Mathematical modeling in the primary school. I. Putt, R. Faragher, ve M. McLean (Eds.), Mathematics education for the third millennium: Towards 2010. James Cook University: Mathematics Education Research Group of Australasia, 207-214.
  • English, L. D. and Watters, J. (2004). Mathematıcal modelling with young children. Procee- dings of the 28th Conference of the International Group for the Psychology of Mathema- tics Educatio, 2, 335-342.
  • English, L. D. and Fox, J. L. (2005). Seventh-graders’ mathematical modelling on completion of a three-year program. P. Claarson et al. (Eds.), MERGA 28: Building Connections: Theory, research and practice, 1,322-329.
  • Eurydice, E. P. (2011). Mathematics education in Europe:Common challenges and national policies. Brussels: Education, Audiovisual and Culture Executive Agency.
  • EARGED, (2005). OECD-PİSA 2003 Araştırmasının Türkiye ile ilgili sonuçları-Pisa 2003 Ulusal Nihai Rapor. Milli Eğitim Basımevi, Ankara.
  • Gravemeijer, K. (1994). Educational development and developmental research in mathema- tics education. Journal for research in mathematics education, 25(5), 443-471.
  • Kaiser, G. (2005). Mathematical modelling in school–Examples and experiences. H. W. Henn, Kaiser, G. (Ed.), Mathematikunterricht im Spannungsfeld von Evolution und Evaluation. Festband für Werner Blum. Hildesheim: Franzbecker, 99-108.
  • Kaiser, G. (2006). The mathematical beliefs of teachers about applications and modelling – results of an empirical study. Proceedings 30Th Conference of the International Group for the Psychology of Mathematics Education, Prague: PME 3, 393-400.
  • Kaiser, G. and Maaß, K. (2007). Modelling in lower secondary mathematics classroom - problems and opportunities. Modelling and Applications in Mathematics Education New ICMI Study Series, 10, 99-108.
  • Kal, F. M. (2013). Matematiksel Modelleme Etkinliklerinin İlköğretim 6.Sınıf Öğrencilerinin Matematik Problemi Çözme Tutumlarına Etkisi. Yüksek Lisans Tezi, Kocaeli Üniversi- tesi, Kocaeli.
  • Korkmaz, E. (2010). İlköğretim Matematik ve Sınıf Öğretmeni Adaylarının Matematiksel Modellemeye Yönelik Görüşleri ve Matematiksel Modelleme Yeterlikleri. Doktora Tezi, Balıkesir Üniversitesi, Balıkesir.
  • Lingefjärd, T. (2006). Faces of mathematical modeling. ZDM, The International Journal on Mathematics Education,, 38(2) , 96-112.
  • Maaß K. and Gurlitt J. (2009). Designing a teacher-questionnaire to evaluate professional development about modelling. Proceedings of the 6th Congress of the European Society for Research in Mathematics Education, 2056-2065.
  • MEB (2009). İlköğretim Matematik Dersi 1-5. Sınıflar Öğretim Programı. Ankara.
  • Mousoulides, N., Christou, C. and Sriraman, B. (2008). A modeling perspective in mathema- tical problem solving. Mathematical Thinking and Learning, 10(3), 293–304.
  • Sağırlı, M., Kırmacı, U. ve Bulut, S. (2010). Türev Konusunda Uygulanan Matematiksel Modelleme Yönteminin Ortaöğretim Öğrencilerinin Akademik Başarılarına Ve Öz- Düzenleme Becerilerine Etkisi. EÜFBED - Fen Bilimleri Enstitüsü Dergisi, 3(2), 221- 247.
  • Schukajlow, S., Leiss, D., Pekrun, R., Blum, W., Müller, M. and Messner, R. (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics. 79(2), 215-237.
  • Spandaw, J. and Zwaneveld, B. (2009). Modeling in mathematics teachers’ professional de- velopment. Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. 2076-2085.
  • Toluk, Z. (2003). “Üçüncü uluslararası matematik ve fen araştırması (TIMSS): Matematik nedir?”. İlköğretim- Online, 2(1), 36-41.
  • Yetkin, D ve Daşçan, Ö. (2006). Son Değişikliklerle İlköğretim Programı 1- 5. Sınıflar. Anı Yayıncılık.

THE EFFECTS OF MATHEMATICAL MODELLING ACTIVITIES TO ACADEMIC ACHIEVEMENT OF THE FIFTH GRADE STUDENTS IN MATHEMATICS COURSE

Year 2015, Volume: 23 Issue: 2, 581 - 600, 15.05.2015

Züleyha Yıldırım Ahmet Işık

Abstract

The main purpose of this research is to examine effect of mathematics modelling activities on fifth grade students’ academic achievement in mathematics course. The study, in which the model of experimental technique with pretest and posttest control group was used, was carried out on 55 fifth grade students from a secondary school existing Palandöken District in Erzurum in 2012-2013 academic year. Instruction was carried out with mathematical modelling activities in experimental group(28 students) and according to current curriculum in which mathematical modelling activities was not used in the control group(27 students). The achievement test which was created with The Boarding and Scholarship Exam questions was applied to both two groups as pretest and posttest.In the result of the research it was seen that mathematical modelling- based instruction was more effective on academic achievement than teaching method according the curriculum.

Keywords

mathematics education academic achievement mathematical modelling calculating perimeter

References

  • Andresen, M. (2009). What roles can modelling play in multıidisciplinary teaching. Procee- dings of the 6th Congress of the European Society for Research in Mathematics Educati- on. 2196-2205.
  • Aravena D. M. and Caamaño E. C. (2009). Mathematical models in the secondary Chilean education. M. Blomhİj, S. Carreira (Eds.), Mathematical applications and modeling in the teaching and learning of mathematics. Proceeding from topic study group 21 at the 11th International Congress on Mathematics Education, 159-176.
  • Barbosa, J. C .(2009). Mathematical modelling, the socio-critical perspective and the reflexive discussions. M. Blomhİj, S. Carreira (Eds.), Mathematical applications and modeling in the teaching and learning of mathematics. Proceeding from topic study group 21 at the 11th International Congress on Mathematics Education,133-144.
  • Blomhoj, M. (2009). Different perspectives in research on teaching and learning mathemati- cal modelling. M. Blomhİj, S. Carreira (Eds.), Mathematical applications and modeling in the teaching and learning of mathematics. Proceeding from topic study group 21 at the 11th International Congress on Mathematics Education, 1-18.
  • Blum, W. (1991). Applications and modelling in mathematics teaching a review of arguments and ınstructional aspects. M. Niss, W. Blum ve I. Huntley (Eds.), Teaching of mathemati- cal modelling and applications.Chichester: Ellis Horwood, 10-29.
  • Blum, W. and Niss, M. (1991). Applied mathematical problem solving, modelling, applica- tions, and links to other subjects - state, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22(1), 37-68.
  • Blum, W. (1993). Mathematical modelling in mathematics education and instruction. T. Brei- teig, I. Huntley ve G. Kaiser-Messmer (Ed.), Teaching and learning mathematics in con- text. New York: Ellis Horwood, 3-14.
  • Blum, W. and Ferri, B. D. (2009). “Mathematical modelling: Can it be taught and learnt?” Journal of Mathematical Modelling and Application, 1(1), 45-58.
  • Büyüköztürk, Ş., Çakmak, K. E., Akgün, E. Ö., Karadeniz, Ş. ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayıncılık.
  • Çiltaş, A.ve Işık, A. (2012). İlköğretim matematik öğretmeni adaylarının dizi ve serilerle ilgili zihinsel modellerinin belirlenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 167-182.
  • Çiltaş, A.ve Işık, A. (2013). Matematiksel modelleme yoluyla öğretimin ilköğretim matematik öğretmeni adaylarının modelleme becerileri üzerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri. 13(2), 1177-1194.
  • Doruk, B. K. (2010). Matematiği günlük yaşama transfer etmede matematiksel modelleme- nin etkisi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü İlköğretim Anabilim Dalı, Yayınlanmamış Doktora Tezi, Ankara.
  • English, Lyn D. (2004). Mathematical modeling in the primary school. I. Putt, R. Faragher, ve M. McLean (Eds.), Mathematics education for the third millennium: Towards 2010. James Cook University: Mathematics Education Research Group of Australasia, 207-214.
  • English, L. D. and Watters, J. (2004). Mathematıcal modelling with young children. Procee- dings of the 28th Conference of the International Group for the Psychology of Mathema- tics Educatio, 2, 335-342.
  • English, L. D. and Fox, J. L. (2005). Seventh-graders’ mathematical modelling on completion of a three-year program. P. Claarson et al. (Eds.), MERGA 28: Building Connections: Theory, research and practice, 1,322-329.
  • Eurydice, E. P. (2011). Mathematics education in Europe:Common challenges and national policies. Brussels: Education, Audiovisual and Culture Executive Agency.
  • EARGED, (2005). OECD-PİSA 2003 Araştırmasının Türkiye ile ilgili sonuçları-Pisa 2003 Ulusal Nihai Rapor. Milli Eğitim Basımevi, Ankara.
  • Gravemeijer, K. (1994). Educational development and developmental research in mathema- tics education. Journal for research in mathematics education, 25(5), 443-471.
  • Kaiser, G. (2005). Mathematical modelling in school–Examples and experiences. H. W. Henn, Kaiser, G. (Ed.), Mathematikunterricht im Spannungsfeld von Evolution und Evaluation. Festband für Werner Blum. Hildesheim: Franzbecker, 99-108.
  • Kaiser, G. (2006). The mathematical beliefs of teachers about applications and modelling – results of an empirical study. Proceedings 30Th Conference of the International Group for the Psychology of Mathematics Education, Prague: PME 3, 393-400.
  • Kaiser, G. and Maaß, K. (2007). Modelling in lower secondary mathematics classroom - problems and opportunities. Modelling and Applications in Mathematics Education New ICMI Study Series, 10, 99-108.
  • Kal, F. M. (2013). Matematiksel Modelleme Etkinliklerinin İlköğretim 6.Sınıf Öğrencilerinin Matematik Problemi Çözme Tutumlarına Etkisi. Yüksek Lisans Tezi, Kocaeli Üniversi- tesi, Kocaeli.
  • Korkmaz, E. (2010). İlköğretim Matematik ve Sınıf Öğretmeni Adaylarının Matematiksel Modellemeye Yönelik Görüşleri ve Matematiksel Modelleme Yeterlikleri. Doktora Tezi, Balıkesir Üniversitesi, Balıkesir.
  • Lingefjärd, T. (2006). Faces of mathematical modeling. ZDM, The International Journal on Mathematics Education,, 38(2) , 96-112.
  • Maaß K. and Gurlitt J. (2009). Designing a teacher-questionnaire to evaluate professional development about modelling. Proceedings of the 6th Congress of the European Society for Research in Mathematics Education, 2056-2065.
  • MEB (2009). İlköğretim Matematik Dersi 1-5. Sınıflar Öğretim Programı. Ankara.
  • Mousoulides, N., Christou, C. and Sriraman, B. (2008). A modeling perspective in mathema- tical problem solving. Mathematical Thinking and Learning, 10(3), 293–304.
  • Sağırlı, M., Kırmacı, U. ve Bulut, S. (2010). Türev Konusunda Uygulanan Matematiksel Modelleme Yönteminin Ortaöğretim Öğrencilerinin Akademik Başarılarına Ve Öz- Düzenleme Becerilerine Etkisi. EÜFBED - Fen Bilimleri Enstitüsü Dergisi, 3(2), 221- 247.
  • Schukajlow, S., Leiss, D., Pekrun, R., Blum, W., Müller, M. and Messner, R. (2012). Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. Educational Studies in Mathematics. 79(2), 215-237.
  • Spandaw, J. and Zwaneveld, B. (2009). Modeling in mathematics teachers’ professional de- velopment. Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. 2076-2085.
  • Toluk, Z. (2003). “Üçüncü uluslararası matematik ve fen araştırması (TIMSS): Matematik nedir?”. İlköğretim- Online, 2(1), 36-41.
  • Yetkin, D ve Daşçan, Ö. (2006). Son Değişikliklerle İlköğretim Programı 1- 5. Sınıflar. Anı Yayıncılık.
There are 32 citations in total.

Details

Other ID JA43DB59PU
Journal Section Review Article
Authors

Züleyha Yıldırım

Ahmet Işık This is me

Publication Date May 15, 2015
Published in Issue Year 2015 Volume: 23 Issue: 2

Cite

APA Yıldırım, Z., & Işık, A. (2015). THE EFFECTS OF MATHEMATICAL MODELLING ACTIVITIES TO ACADEMIC ACHIEVEMENT OF THE FIFTH GRADE STUDENTS IN MATHEMATICS COURSE. Kastamonu Education Journal, 23(2), 581-600.

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