Japon Çarpma Yöntemi ile Çarpma İşlemi Öğretimi: Bir Eylem Araştırması

Yıl 2025, Cilt: 19 Sayı: 1, 142 - 185, 27.06.2025

Selin Aktay , Ferat Yılmaz

https://doi.org/10.17522/balikesirnef.1537070

Öz

Japon çarpma (JAMED) yöntemi, soldan çapraz çizgilerin üzerine sağdan çapraz çizgiler çizildikten sonra bu çizgilerin kesiştiği yerlere konulan noktaların sayılıp çarpım sonucuna yazılması olarak tanımlamaktadır. Bu araştırmada, ilkokul 3. sınıfta çarpma işlemini klasik yöntemle öğrenememiş çocuklara Japon çarpma yöntemi ile çarpma işleminin öğretilmesi ve bu sürecin değerlendirilmesi amaçlanmıştır. Bu araştırmada eylem araştırması türlerinden teknik/bilimsel/işbirlikçi model kullanılmıştır. Araştırma Diyarbakır ili Hani ilçesinde bulunan bir ilkokulda 3. sınıf düzeyinde öğrenim gören ve geleneksel yöntem ile çarpma işlemini öğrenememiş dört öğrenci ile yürütülmüştür. Bu araştırmanın verileri, araştırmacı tarafından geliştirilen 3. sınıf Çarpma İşlemi Başarı Testi, Uygulama Öncesi ve Sonrası Öğretmen Görüşme Formu, Uygulama Sonrası Öğrenci Görüşme Formu, Araştırmacı Günlüğü, Öğretim Sürecinde Alınan Ses Kayıtları, Ders Sonu Değerlendirme Etkinlik Kâğıdı ve bu etkinlik kâğıtlarına ilişkin Dereceli Puanlama Anahtarları aracılığıyla toplanmıştır. Araştırmadan elde edilen nitel verilerin analizinde içerik analizi ve betimsel analiz kullanılmıştır. Sonuç olarak JAMED yönteminin çarpma işlemi becerisini geliştirme ve çarpma işlemine yönelik negatif duyuşsal özelliklerin olumlu duyuşsal özelliklere dönüşmesi konusunda olumlu bir etkisinin olduğu görülmüştür. Buna rağmen öğrencilerin JAMED ile çarpma işlemi yaparken kesişim noktalarını işaretleme, nokta sayımı, gruplandırma, elde ekleme, çapraz çizgi, basamak kaydırma ve JAMED’le elde ettiği sonucu geleneksel yönteme aktarma gibi konularda zorluk yaşadığı görülmüştür. JAMED’in bir yöntem olarak diğer dersleri gölgeleme gibi bir dezavantajı ile birlikte zaman açısından da bir sınırlılığı olabileceği anlaşılmıştır.

Anahtar Kelimeler

Çarpma işlemi , JAMED , Japon çarpma yöntemi , dört işlem , çapraz çizgi yöntemi

Teaching Multiplication Through the Japanese Multiplication Method: An Action Research Study

Öz

The Japanese multiplication method (JAMED) is defined as drawing diagonal lines from left to right, followed by crossing them with diagonal lines from right to left, and then counting the intersection points to determine the multiplication result. This study aimed to teach multiplication to third-grade students who struggled to learn the operation using traditional methods, by employing the JAMED method, and to evaluate the process. We utilized the technical/scientific/collaborative model, a type of action research, in this study. The research was conducted with four third-grade students who were unable to learn multiplication through traditional methods, in a primary school located in Hani district of Diyarbakir province. We collected data using several tools: the 3rd Grade Multiplication Success Test developed by the researchers, Pre- and Post-Implementation Teacher Interview Forms, Post-Implementation Student Interview Forms, Researcher Diary, Audio Recordings taken during the Teaching Process, Lesson-End Assessment Activity Sheets, and related Rubrics. For the analysis of the qualitative data obtained, we employed content analysis and descriptive analysis. The findings indicated that the JAMED method positively impacted the development of multiplication skills and the transformation of negative affective traits towards multiplication into positive ones. However, students faced difficulties with marking intersection points, counting dots, grouping, adding carry-over numbers, drawing diagonal lines, shifting digits, and transferring results obtained with JAMED to traditional methods. We also identified potential disadvantages of JAMED, such as overshadowing other subjects and time limitations.

Anahtar Kelimeler

Multiplication , JAMED , Japanese multiplication method , arithmetic operations , cross-line method

Kaynakça

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