5E and CRA integration: Effects on geometric concept images and connection skills

Year 2025, Issue: 75, 388 - 409, 31.07.2025

Funda Uysal

https://doi.org/10.21764/maeuefd.1715777

Abstract

This study examined the effects of integrating the 5E Instructional Model with the Concrete-Representational-Abstract (CRA) approach on 10th-grade students’ concept images of parallelograms and rhombuses and their mathematical connection skills. The study employed a quasi-experimental design with pretest-posttest control groups, involving 61 students (experimental group n=31, control group n=30). The experimental group received instruction using the integrated 5E-CRA model, while the control group received traditional instruction. Data were collected using the “Parallelogram and Rhombus Concept Assessment Tool” developed by the researcher. Results revealed that the integrated approach had very large positive effects on parallelogram concept image (d=2.78), rhombus concept image (d=2.42), and mathematical connection skills (d=2.36). The findings demonstrate that 5E-CRA integration offers an effective alternative to traditional methods in geometric concept instruction, highlighting the critical role of systematic progression from concrete to abstract in developing conceptual understanding and connection skills. The research findings provide guidance for mathematics teachers in using manipulatives and progressive instructional strategies.

Keywords

5E instructional model , concrete-representational-abstract approach , concept image , mathematical connections , geometry education , quadrilaterals

5E ve CRA entegrasyonu: Geometrik kavram imajları ve ilişkilendirme becerileri üzerindeki etkisi

Abstract

Bu araştırma, 5E Öğretim Modeli ile Somut-Yarı Somut-Soyut (CRA) yaklaşımının entegrasyonunun 10. sınıf öğrencilerinin paralelkenar ve eşkenar dörtgen kavram imajları ile matematiksel ilişkilendirme becerileri üzerindeki etkisini incelemiştir. Çalışmada ön test-son test kontrol gruplu yarı deneysel desen kullanılmış olup, 61 öğrenci (deney grubu n=31, kontrol grubu n=30) araştırmaya dahil edilmiştir. Deney grubunda entegre 5E-CRA modeli kullanılarak öğretim gerçekleştirilirken, kontrol grubunda geleneksel öğretim uygulanmıştır. Veriler, araştırmacı tarafından geliştirilen "Paralelkenar ve Eşkenar Dörtgen Kavram Değerlendirme Aracı" kullanılarak toplanmıştır. Bulgular, entegre yaklaşımın paralelkenar kavram imajı (d=2.78), eşkenar dörtgen kavram imajı (d=2.42) ve matematiksel ilişkilendirme becerileri (d=2.36) üzerinde çok büyük pozitif etkiler yarattığını ortaya koymuştur. Elde edilen sonuçlar, 5E-CRA entegrasyonunun geometrik kavram öğretiminde geleneksel yöntemlere etkili bir alternatif sunduğunu göstermekte ve somuttan soyuta sistematik geçişin kavramsal anlayış ve ilişkilendirme becerilerinin gelişimindeki kritik rolünü vurgulamaktadır. Araştırma bulguları, matematik öğretmenlerine manipülatif kullanımı ve kademeli öğretim stratejileri konusunda rehberlik sağlamaktadır.

Keywords

5E öğretim modeli , somut-yarı somut-soyut yaklaşımı , kavram imajı , matematiksel ilişkilendirme , geometri eğitimi , dörtgenler.

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