Evaluation of the Effectiveness of Realistic Mathematics Education: Meta-Thematic Analysis / Gerçekçi Matematik Eğitiminin Etkililiğinin Değerlendirilmesi: Meta-Tematik Analiz

Yıl 2022, Cilt: 13 Sayı: 6, 194 - 209, 30.12.2022

Şenel Elaldı

https://doi.org/10.19160/e-ijer.1210561

Öz

This study was aimed to determine the effectiveness of the Realistic Mathematics Education (RME) used in mathematics teaching. For this aim, studies including participant views on the use of RME were examined in accordance with the PRISMA flow chart and in line with the inclusion criteria determined by the researcher. These criteria were determined as “studies involving the RME application in the field of mathematics, studies conducted between 2012-2022 (last ten years), studies containing qualitative participant views, and studies published in Turkish or English”. A total of 146 studies reached were evaluated according to these criteria, and the remaining 24 studies were included in the meta-thematic analysis. The data on the examination of the use of RME were obtained by the document analysis and analyzed by the content analysis through the use of the Maxqda-11 qualitative data analysis program. The themes that emerged from the analysis were: contribution to the delivery of course, making connections with daily life, contribution to the attitude towards mathematics and contribution to thinking skills. These themes and codes were interpreted separately. In addition, direct quotations from the sources were included to support the presentation of the relevant themes and codes. Analysis results showed that RME has contributed positively to math teaching in many ways. On the other hand, the negative contribution of RME to math attitude emerged with codes such as inefficient use of time, noise, negative group synergy and intra-group conflicts. It is suggested to include more RME practices in order to adopt the principle of "mathematics for all" on Freudenthal's discourse, to develop a positive attitude towards mathematics and to associate it with real life.

Anahtar Kelimeler

Attitude toward math, Realistic Mathematics Education, Attitude toward math, Math and connections with daily life, Meta-thematic analysis, Gerçekçi Matematik Eğitimi, Matematiğe yönelik tutum, Matematik ve günlük yaşamla bağlantılar, Meta-tematik analiz

Gerçekçi Matematik Eğitiminin Etkililiğinin Değerlendirilmesi: Meta-Tematik Analiz / Evaluation of the Effectiveness of Realistic Mathematics Education: Meta-Thematic Analysis

Öz

Bu çalışma, matematik öğretiminde kullanılan Gerçekçi Matematik Eğitiminin (GME) etkililiğini belirlemek amacıyla yapılmıştır. Bu amaçla GME kullanımına ilişkin katılımcı görüşlerinin yer aldığı çalışmalar, PRISMA akış şemasına uygun olarak ve araştırmacı tarafından belirlenen dahil edilme kriterleri doğrultusunda incelenmiştir. Bu kriterler “matematik alanında RME uygulamasını içeren çalışmalar, 2012-2022 yılları arasında yapılan çalışmalar (son on yıl), nitel katılımcı görüşlerini içeren araştırmalar ve Türkçe veya İngilizce yayınlanmış çalışmalar” şeklinde belirlenmiştir. Ulaşılan toplam 146 çalışma bu kriterlere göre değerlendirilmiş ve kalan 24 çalışma meta-tematik analize dahil edilmiştir. GME kullanımının incelenmesine ilişkin veriler doküman analizi ile elde edilmiş ve Maxqda-11 nitel veri analiz programı kullanılarak içerik analizi ile analiz edilmiştir. Analiz sonucunda dersin işlenmesine katkı, günlük yaşamla bağlantı kurma, matematiğe yönelik tutuma katkı ve düşünme becerilerine katkı temaları ortaya çıkmıştır. Bu temalar ve kodlar ayrı ayrı yorumlanmıştır. Ayrıca ilgili tema ve kodların sunumunu desteklemek için kaynaklardan doğrudan alıntılara yer verilmiştir. Analiz sonuçları, GME'nin matematik öğretimine birçok yönden olumlu katkı sağladığını ve öğrenme ortamında verimliliği artırdığını ortaya çıkarmıştır. Derste destekleyici materyallerin kullanımının öğrencilerin dikkatlerinin dağılmasını önlediği ve derse motive ettiği ortaya çıkmıştır. Öğrencilerin gerek arkadaşlarıyla grup çalışmalarında gerekse bireysel olarak aktif oldukları ders ortamında dersten keyif alarak öğrendikleri, öğrencilerin fikirlerine değer vermenin özgüvenlerini ve derse katılımlarını artırdığını, derste kendilerini ifade etmekten ve fikir üretmekten çekinmediklerini ortaya koymuştur. GME'nin matematik tutumuna olumsuz katkısı ise zamanın verimsiz kullanımı, gürültü, negatif grup sinerjisi ve grup içi çatışmalar gibi kodlarla ortaya çıkmıştır. Freudenthal'in söylemindeki "herkes için matematik" ilkesinin benimsenmesi, matematiğe karşı olumlu tutum geliştirilmesi ve gerçek hayatla ilişkilendirilebilmesi için GME uygulamalarına daha fazla yer verilmesi önerilmektedir.

Anahtar Kelimeler

Gerçekçi Matematik Eğitimi, Matematiğe yönelik tutum, Matematik ve günlük yaşamla bağlantılar, Meta-tematik analiz

Kaynakça

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