İlkokul ve Ortaokul Matematik Öğretim Programlarında Kesir Öğrenme Çıktılarının Öğrenme Rotaları İle İncelenmesi

Yıl 2025, Sayı: 66, 3822 - 3845, 29.12.2025

Ayşe Asil Güzel , Mehmet Güzel

https://doi.org/10.53444/deubefd.1597025

Öz

Bu çalışmanın amacı güncel matematik dersi öğretim programlarında (ilkokul ve ortaokul) yer alan kesirler konusundaki öğrenme çıktılarını öğrenme rotalarına göre incelemektir. Çalışma doğası gereği bir doküman inceleme olup, ilkokul ve ortaokul kademelerindeki güncel matematik dersi öğretim programları dokümanlar olarak seçilmiştir. İlkokul ve ortaokul öğretim programlarında verilen kesirler ile ilgili öğrenme çıktıları öğrenme rotaları seviyelerine göre betimsel olarak analiz edilmiştir. Verilerin analizinden elde edilen bulgular, kesir öğretiminde öğretim programlarında konuların kronolojik sırası ile öğrenme rotalarında verilen sıranın genel olarak uyumlu olduğunu göstermiştir. Ancak bulgular, kesir aritmetiğine ilişkin öğrenme çıktılarının paydası eşit olmayan kesirleri toplama ve çıkarma ve kesirlerde çarpma ve bölme işlemleri için açıkça yapılandırılmadığını göstermiştir. Kesir aritmetiğine dair çıktıların, programda yer almakla beraber problem çözmeye dair öğrenme çıktılarının altında üstü kapalı olarak yer aldığı görülmüştür. Sonuç olarak ilkokul ve ortaokul matematik öğretim programlarında kesir öğretiminin genel manada bilimsel perspektifle uyumlu olduğu söylenebilir. Bununla beraber, kesir aritmetiği ile ilgili aşamaların açıkça yapılandırılmamış olmasının hem ders materyallerini tasarlayanlar için hem de öğretmenler için zorluklara neden olabileceği görülmüştür. Bu bakımdan programda yapılacak küçük çaplı güncellemelerin veya ek açıklamaların yapılması önerilmiştir.

Anahtar Kelimeler

Matematik öğretim programı , kesir öğretimi , öğrenme rotaları.

Investigating Fractions Acquisition in Primary and Secondary Mathematics Curricula via Learning Trajectories

Öz

The purpose of this study is to examine the learning outcomes related to fractions in contemporary primary and secondary mathematics curricula through the learning trajectories. The study is, by its nature, a document analysis, with current primary and secondary mathematics curricula selected as the documents. The learning outcomes related to fractions presented in these curricula were descriptively analyzed according to the levels of learning trajectories. The findings revealed that the chronological order of topics in the curricula generally aligns with the sequence provided in the learning trajectories for teaching fractions. However, the findings also indicated that the learning outcomes concerning fraction arithmetic were not explicitly structured for addition and subtraction of fractions with different denominators, as well as multiplication and division of fractions. It was observed that while the outcomes related to fraction arithmetic are included in the curriculum, they are implicitly placed under the learning outcomes for problem-solving. We conclude that the teaching of fractions in primary and secondary mathematics curricula is broadly aligned with a scientific perspective. Nonetheless, the lack of explicit structuring of the stages related to fraction arithmetic could pose challenges for both material designers and teachers. In this respect, minor updates or additional clarifications in the curriculum are recommended.

Anahtar Kelimeler

Mathematics curriculum , teaching fractions , learning trajectory.

Kaynakça

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