Unveiling Strategies and Difficulties: Investigating Secondary School Students' Approaches to Area Measurement Problems

Yıl 2024, Sayı: 61, 2607 - 2631, 27.09.2024

Ayşe Asil Güzel , Sibel Yeşildere İmre

https://doi.org/10.53444/deubefd.1502725

Öz

This study aims to explore the strategies that secondary school students employ and the difficulties they encounter when solving area measurement problems. The participants consist of 75 seventh and eighth-grade students from southeast Turkey. Data were obtained through a form comprising six open-ended problems, designed to uncover the “nature of justifications”. Analysis of the students' responses revealed 11 distinct strategies and 11 difficulties. The most frequently employed strategies for solving area problems were reasoning through drawing shapes and applying the area formula (axb). Students struggled the most with distinguishing changes in the area from changes in the perimeter. It was observed that the root of the difficulties experienced by the students was challenges in measuring length. Notably, when presented with contextual problems, students focused on the context and justified their solutions based on cultural factors. As such, it is recommended that the process should be designed while considering cultural factors (both facilitators and inhibitors) in teaching subjects such as area measurement, which are closely related to real life.

Anahtar Kelimeler

Area measurement, problem-solving strategies, students’ difficulties, justification

Strateji ve Zorlukları Ortaya Çıkarma: Ortaokul Öğrencilerinin Alan Ölçme Problemlerine Yaklaşımlarının İncelenmesi

Öz

Bu araştırma ortaokul öğrencilerinin alan problemleri çözümlerine yansıyan stratejileri ve karşılaştıkları zorlukları ortaya koymak amacı ile gerçekleştirilmiştir. Çalışmaya Türkiye’nin güney doğusundaki bir büyük şehirden 7 ve 8. sınıflar öğrencilerinden oluşan 75 kişi katılmıştır. Farklı gerekçelendirme türleri dikkate alınarak oluşturulan 6 açık uçlu sorudan 3 bağlam içerisinde sorulmuştur. Öğrencilerin çözümleri incelendiğinde 11 farklı strateji ve 11 farklı zorlukla karşılaşıldığı tespit edilmiştir. Öğrencilerin alan problemi çözümünde en sık kullandıkları stratejinin şekil çizerek muhakeme etmek ve alan formülü (axb) kullanmak olduğu görülmüştür. Yapılan incelemeler ışığında en sık yaşanan zorluk ise öğrencilerin alandaki değişim ile çevrede gerçekleşen değişimi ayırt etmek olduğu tespit edilmiştir. Ayrıca öğrencilerin yaşadıkları zorlukların temelinde uzunluğu hesaplama ve tespit etmeye dair zorluklar olduğu görülmüştür. Son olarak bağlam içinde sorulan problemlerde öğrencilerin bağlama odaklandıkları ve kültürel faktörler ışığında çözüm gerekçeleri sundukları tespit edilmiştir. Bu bağlamda günlük hayata teması çok olan alan ölçme /hesaplama gibi konuların öğretiminde kültürel faktörler (kolaylaştırıcı ve engelleyici) dikkate alınarak sürecin tasarlanması önerilmektedir.

Anahtar Kelimeler

Alan ölçme, problem çözme stratejileri, öğrenci zorlukları, gerekçelendirme

Kaynakça

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