Matematik Öğretiminde Matematik Tarihi Kullanımına Örnekler: Ascalon Çarpma Yöntemi, Gelosia Çarpma Yöntemi ve Napier’in Çubukları Yöntemi

Yıl 2023, , 878 - 908, 02.01.2024

Ahsen Filiz , Hülya Gür

https://doi.org/10.17522/balikesirnef.1363577

Öz

Bu çalışmanın amacı, matematik tarihinde yer alan Ascalon çarpma yöntemini, Gelosia çarpma yöntemini ve Napier’in çubukları yöntemini etkinlikler yolu ile altıncı sınıf öğrencilerine sunmak ve bu yöntemlerin öğrenci başarısına etkisini belirleyerek bu etkinlik hakkında öğrenci görüşlerini almaktır. Araştırmanın çalışma grubunu 60 altıncı sınıf öğrencisi oluşturmuştur. Veri toplama aracı olarak çalışma yaprağı ve etkinlik bitiminde öğrencilerin etkinlik hakkındaki görüşlerini almak için görüşme formu kullanılmıştır. Öğrencilerin etkinlik kağıdına ve görüşme formuna verdiği cevaplar doğrultusunda elde edilen veriler nitel ve nicel analiz yöntemi ile analiz edilmiştir. Araştırma verilerinden elde edilen nicel analiz sonuçlarına göre kullanılan yöntemlerin öğrenci başarısını arttırmada etkili olduğu belirlenmiştir. Nitel analiz sonuçlarına göre ise genel olarak öğrencilerin bu tür etkinlikler ile fazla karşılaşmadığı, bu tür etkinlikler ile eğlenerek dersi öğrendikleri ve matematik dersine karşı ilgilerinin arttığı sonucuna ulaşılmıştır.

Anahtar Kelimeler

Matematik tarihi, Ascalon çarpma yöntemi, Gelosia çarpma yöntemi, Napier’in çubukları yöntemi

Examples of the Use of Mathematics History in Mathematics Teaching: Ascalon Multiplication Method, Gelosia Multiplication Method and Napier's Rods Method

Öz

The aim of this study is to present the Ascalon multiplication method, Gelosia multiplication method and Napier's rods method, which take place in the history of mathematics, to sixth grade students through activities and to determine the effect of these methods on student achievement, and to get student opinions about this activity. The study group of the research consisted of 60 sixth grade students. A worksheet was used as a data collection tool and an interview form was used at the end of the activity to obtain students' opinions about the activity. According to the quantitative analysis results obtained from the research data, it was determined that the methods taught were effective in increasing student achievement. According to the results of the qualitative analysis, it was concluded that students generally did not encounter such activities much, that they learned the lesson by having fun with such activities, and that their interest in mathematics increased.

Anahtar Kelimeler

History of mathematics, Ascalon multiplication method, Gelosia multiplication method, Napier

Kaynakça

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