Ortaokul Beşinci Sınıf Öğrencilerinin Ölçümsel ve Yığın Tahmin Becerilerinin Belirlenmesi ve Geliştirilmesine Yönelik Müdahale Çalışması

Abstract

Gündelik yaşamda ve matematik derslerinde tahmin bir beceri olarak tanımlanmaktadır. Bu araştırmada, ortaokul beşinci sınıf öğrencilerinin ölçümsel ve yığın tahmin becerilerinin belirlenmesi ve bu becerilerin geliştirilmesine yönelik müdahale çalışması yapılması amaçlanmıştır. Araştırmanın katılımcılarını kolay ulaşılabilir örnekleme yöntemiyle belirlenmiş 40 ortaokul beşinci sınıf öğrencisi oluşturmaktadır. Nitel araştırma yöntemi ile yürütülen araştırmanın verileri tahmin testleri, etkinliklere verilen öğrenci cevapları ve yarı yapılandırılmış görüşmelerle toplanmıştır. Araştırmanın verileri içerik ve betimsel analiz yöntemleri ile analiz edilmiştir. Araştırma bulguları, müdahale çalışması sonrası öğrencilerin tahmin performanslarında anlamlı bir artış olduğunu ortaya koymuştur. Bununla birlikte araştırmada, öğrencilerin ölçümsel ve yığın tahmin performanslarının müdahale çalışmasının etkisiyle arttığı tespit edilmiştir. Öğrenciler müdahale çalışmasından önce çoğunlukla rastgele ve gözünde canlandırma tahmin etme stratejilerini kullanırken müdahale çalışmasının etkisiyle parçalama, karşılaştırma gibi farklı tahmin etme stratejilerini kullandıkları belirlenmiştir. Ayrıca görüşmelerde, öğrenciler tahmin testlerindeki soru çözümlerinde strateji değişimlerinin sebebinin müdahale çalışması olduğunu ifade etmişlerdir. Bu doğrultuda, tahmin becerilerinin gelişimini desteklemek için öğretim süreçlerine daha fazla tahmin etkinliği entegre edilmesi ve öğrencilere farklı tahmin stratejilerini kullanma fırsatı sunan öğretim ortamlarının oluşturulması önerilmektedir.

Keywords

• Ölçümsel tahmin
• tahmin etme stratejileri
• yığın tahmin

Intervention Study for the Determination and Development of Measurement and Quantity Estimation Skills of Secondary School Fifth Grade Students

Abstract

Estimation is recognized as a key skill in both everyday life and mathematics lessons. This study aimed to determine the measurement and quantity estimation skills of fifth-grade students and to conduct an intervention study to improve these skills. The participants of the study consisted of 40 fifth-grade secondary school students selected using the easily accessible sampling method. The data for this qualitative research were collected through estimation tests, student responses to activities, and semi-structured interviews. The data were analyzed using content and descriptive analysis methods. The findings revealed a significant improvement in students' estimation performance after the intervention study. Moreover, the study determined that students' measurement and quantity estimation performances increased due to the intervention. Before the intervention, students mostly relied on random guessing and mental imagery strategies, whereas after the intervention, they adopted more structured strategies such as fragmentation and comparison. Additionally, students stated in the interviews that the intervention study played a key role in the changes they made in their estimation strategies between the pre-test and post-test. In this context, it is recommended that more estimation activities be integrated into instructional processes and that teaching materials be developed to allow students to practice different estimation strategies.

Keywords

• Estimation strategies
• measurement estimation
• quantity estimation

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