Development Cognitive Mathematical Modeling Competencies of a Fourth-Grade Elementary School Student: Elaborated Feedback

Year 2024, Issue: 62, 29 - 71, 23.09.2024

H. Beyza Canbazoğlu Albayrak , Esra Bukova Güzel

https://doi.org/10.9779/pauefd.1290603

Abstract

This study aimed to examine the effect of the elaborated feedback on developing the mathematical modeling competencies of a fourth-grade student. In the research, holistic single case design was employed and task-based interview method was used as a data collection tool. The rubric for the Assessment of Modeling Skills (RAMS) developed by Tekin Dede and Bukova Güzel (2018) was used to detect the level of the fourth-grade elementary school student both at the beginning and at end of the research and to explain the development of the student’s modeling competencies throughout the research process. When the student’s cognitive mathematical modeling competencies were evaluated at the beginning of the research, it was found that the student had difficulties in understanding the problem, simplifying, interpreting and validating competencies. When the mathematical modeling competencies of the student were evaluated at the end of the process, it was found that there were a number of improvements in the competencies of understanding the problem, simplifying the problem, mathematizing, working mathematically, interpreting and validating. In other words, thanks to the elaborated feedback provided to the fourth-grade elementary school student regarding each mathematical modeling competence, it was observed that the student’s modeling competencies displayed progress.

Keywords

Cognitive mathematical modeling, Elementary school, Modeling competence development, Mathematical modeling

Bir İlkokul Dördüncü Sınıf Öğrencisinin Bilişsel Matematiksel Modelleme Yeterliklerinin Geliştirilmesi: Ayrıntılı Geri Bildirim

Abstract

Bu çalışmada, bir ilkokul dördüncü sınıf öğrencisinin matematiksel modelleme yeterliklerinin değerlendirilmesine yönelik sağlanan ayrıntılı geri bildirimlerin, öğrencinin modelleme yeterliklerinin gelişimine etkisini incelemek amaçlanmıştır. Araştırmada, bütüncül tek durum deseni kullanılmıştır. Araştırmada veri toplama aracı olarak göreve dayalı mülakat (task-based interview) yöntemi kullanılmıştır. İlkokul dördüncü sınıf öğrencisinin hem araştırmanın başlangıcındaki ve sonundaki düzeyini belirlemede hem araştırma sürecince öğrencinin modelleme yeterliklerinin gelişimini açıklamada Tekin Dede ve Bukova Güzel (2018) tarafından oluşturulan Modelleme Yeterlikleri Değerlendirme Rubriği (MYDR) kullanılmıştır. Araştırmanın başlangıcında öğrencinin bilişsel matematiksel modelleme yeterlikleri değerlendirildiğinde, problemi anlama, sadeleştirme, yorumlama ve doğrulama yeterliklerini sergilemede güçlükler yaşadığı belirlenmiştir. Süreç sonunda öğrencinin matematiksel modelleme yeterlikleri değerlendirildiğinde problemi anlama, sadeleştirme, matematikselleştirme, matematiksel olarak çalışma, yorumlama ve doğrulama yeterliklerinde gelişimler olduğu belirlenmiştir. Bir başka deyişle ilkokul dördüncü sınıf öğrencisine her bir matematiksel modelleme yeterliklerine yönelik sağlanan ayrıntılı geri bildirimler sayesinde öğrencinin modelleme yeterliklerinde gelişim olduğu görülmüştür.

Keywords

bilişsel matematiksel modelleme, ilkokul, modelleme yeterliği geliştirme, matematiksel modelleme

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