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Yıl 2014, Cilt: 29 Sayı: 29-1, 180 - 195, 23.07.2014

Sinan Olkun Özhan Çelebi Esra Fidan Özlem Engin Cansev Gökgün

Öz

The purpose of this research was to determine how students use the unit square and area formula in different situations. Data were collected through one-on-one interviews with a total of 248 students from 4th, 6th, 8th, and 9th grades of 11 schools in 4 different cities in Turkey. The data collection tool consisted of problems related to unit square and area measurement. Based on their answers and strategies, it is sought to determine if the students accept the unit square as a unit of area measurement. Qualitative and quantitative analysis of the data revealed that students from 4th through 9th grade do not accept the unit square as a unit of area measurement. Findings are discussed in light of different teaching approaches to area concept. Implications for teaching the area concept and its measurement in elementary grades are discussed.

Anahtar Kelimeler

Unit square area formula measurement

Kaynakça

  • Anhalt, Cynthia, Fernandes, Anthony & Civil, Marta. (2007). U.S. Latino students’ thinking and communication on national assessment educational progress (naep) measurement items. Mathematics Education in a Multilingual and Multicultural Environment.
  • Battista, Michael T., Clements, Douglas H., Arnoff, Judy, Battista, Kathryn & Borrow, CarolineVan Auken. (1998). Students' spatial structuring of 2d arrays of squares. Journal for Research in Mathematics Education, 29(5), 5035
  • Baturo, Annette & Nason, Rod. (1996 ). Student teacher's subject matter knowledge within the domain of area measurement. Educational Studies in Mathematics, 31, 235-268.
  • Boulton-Lewis, Gillian M., Wilss, Lynn A. & Mutch, Sue L. (1996). An analysis of young children’s strategies and use of devices for length measurement. Journal of Mathematical Behavior, 15,329-347.
  • Fuller, Roberta Ann. (1996). Elementary teachers’ pedagogical content knowledge of mathematics. Mid-Western Educational Researcher, 10(2), 9-16.
  • Huang, Hsin-Mei E. & Witz, Klaus G. (2011). Developing children's conceptual understanding of area measurement: A curriculum and teaching experiment. Learning and Instruction, 21(1), 1-13.
  • Kamii, Constance & Kysh, Judith. (2006). The difficulty of “length×width”: Is a square the unit of measurement? The Journal of Mathematical Behavior, 25(2), 105-115.
  • MEB. (2009). İlköğretim matematik dersi 6-8. Sınıflar öğretim programı. Ankara: Milli Eğitim Basımevi. MEB. (2010). Ortaöğretim geometri dersi9-10. Sınıflaröğretim programı. Ankara: Milli Eğitim Basımevi. NCTM. (2007). Second handbook of research on mathematics teaching and learning Vol. 2.
  • Olkun, Sinan & Aydoğdu, Tuğba. (2003). Üçüncü uluslararası matematik ve fen araştırması (timss) nedir? Neyi sorgular? Örnek geometri soruları ve etkinlikler. İlköğretim-Online, 2(1), 28-35.
  • Outhred, Lynne N. & Mitchelmore, Michael C. (2000). Young children's intuitive understanding of rectangular area measurement. Journal for Research in Mathematics Education, 31(2), 144-167.
  • Reynolds, Anne & Wheatley, Grayson H. (1996). Elementary students' construction and coordination of units in an area setting. Journal for Research in Mathematics Education, 27(5), 564-581.
  • Simon, Martin A. & Blume, Glendon W. (1994). Building and understanding multiplicative relationships: A study of prospective elementaryteachers. Journal for Research in Mathematics Education, 25(5), 472-494.
  • Stephan, Michelle & Clements, Douglas H. (2003a). Linear and area measurement in prekindergarten to grade 2. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement. 2003 year book (pp. 3-16). Reston: NCTM.
  • Stephan, Michelle &Clements, Douglas H. (2003b). Linear and area measurement inprekindergarten to grade 2. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement. 2003 year book (pp. 3-16). Reston: NCTM.
  • Şişman, Gülçin Tan ve Aksu, Meral. (2009). Yedinci sınıf öğrencilerinin alan ve çevre konusundaki başarıları. İlköğretim Online, 8(1), 243-253.
  • Yeo, Kai Kow Joseph. (2008). Teaching area and perimeter: Mathematic spedagogical content knowledge in action. Paper presented at the 31st Annual Conference of the Mathematics Education Research Group of Australasia, Brisbane.
  • Zacharos, Konstantinos. (2005). Students’ measurement strategies of area. Mediterranean Journal for Research in Mathematics Education, 4(2), 111-127.

Birim Kare ve Alan Formülünün Türk Öğrenciler İçin Anlamı

Yıl 2014, Cilt: 29 Sayı: 29-1, 180 - 195, 23.07.2014

Sinan Olkun Özhan Çelebi Esra Fidan Özlem Engin Cansev Gökgün

Öz

kullandıklarını belirlemektir. Veriler 4 farklı ilde, 11 okulda, 4, 6, 8 ve 9. sınıf öğrencilerinden toplam 248 öğrenci ile görüşme yapılarak toplanmıştır. Veri toplama aracı olarak, birim kare ve alan ölçme ile ilgili problemler içeren bir test kullanılmıştır. Öğrencilerin sorulara verdikleri yanıtlar ve kullandıkları stratejilerden hareket ederek birim kareleri alan birimi olarak kabul edip etmedikleri belirlenmeye çalışılmıştır. Nitel ve nicel olarak analiz edilen verilerden, 4. sınıftan 9. sınıfa kadar öğrencilerin çoğunun birim kareyi alan birimi olarak kabul etmediği ortaya çıkmıştır. Elde edilen bulgular alan kavramı öğretimindeki farklı bakış açıları da dikkate alınarak tartışılmıştır. Alan kavramı ve ilköğretimde öğretimi ile ilgili çeşitli önerilerde bulunulmuştur

Anahtar Kelimeler

Birim kare alan formülü ölçme

Kaynakça

  • Anhalt, Cynthia, Fernandes, Anthony & Civil, Marta. (2007). U.S. Latino students’ thinking and communication on national assessment educational progress (naep) measurement items. Mathematics Education in a Multilingual and Multicultural Environment.
  • Battista, Michael T., Clements, Douglas H., Arnoff, Judy, Battista, Kathryn & Borrow, CarolineVan Auken. (1998). Students' spatial structuring of 2d arrays of squares. Journal for Research in Mathematics Education, 29(5), 5035
  • Baturo, Annette & Nason, Rod. (1996 ). Student teacher's subject matter knowledge within the domain of area measurement. Educational Studies in Mathematics, 31, 235-268.
  • Boulton-Lewis, Gillian M., Wilss, Lynn A. & Mutch, Sue L. (1996). An analysis of young children’s strategies and use of devices for length measurement. Journal of Mathematical Behavior, 15,329-347.
  • Fuller, Roberta Ann. (1996). Elementary teachers’ pedagogical content knowledge of mathematics. Mid-Western Educational Researcher, 10(2), 9-16.
  • Huang, Hsin-Mei E. & Witz, Klaus G. (2011). Developing children's conceptual understanding of area measurement: A curriculum and teaching experiment. Learning and Instruction, 21(1), 1-13.
  • Kamii, Constance & Kysh, Judith. (2006). The difficulty of “length×width”: Is a square the unit of measurement? The Journal of Mathematical Behavior, 25(2), 105-115.
  • MEB. (2009). İlköğretim matematik dersi 6-8. Sınıflar öğretim programı. Ankara: Milli Eğitim Basımevi. MEB. (2010). Ortaöğretim geometri dersi9-10. Sınıflaröğretim programı. Ankara: Milli Eğitim Basımevi. NCTM. (2007). Second handbook of research on mathematics teaching and learning Vol. 2.
  • Olkun, Sinan & Aydoğdu, Tuğba. (2003). Üçüncü uluslararası matematik ve fen araştırması (timss) nedir? Neyi sorgular? Örnek geometri soruları ve etkinlikler. İlköğretim-Online, 2(1), 28-35.
  • Outhred, Lynne N. & Mitchelmore, Michael C. (2000). Young children's intuitive understanding of rectangular area measurement. Journal for Research in Mathematics Education, 31(2), 144-167.
  • Reynolds, Anne & Wheatley, Grayson H. (1996). Elementary students' construction and coordination of units in an area setting. Journal for Research in Mathematics Education, 27(5), 564-581.
  • Simon, Martin A. & Blume, Glendon W. (1994). Building and understanding multiplicative relationships: A study of prospective elementaryteachers. Journal for Research in Mathematics Education, 25(5), 472-494.
  • Stephan, Michelle & Clements, Douglas H. (2003a). Linear and area measurement in prekindergarten to grade 2. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement. 2003 year book (pp. 3-16). Reston: NCTM.
  • Stephan, Michelle &Clements, Douglas H. (2003b). Linear and area measurement inprekindergarten to grade 2. In D. H. Clements & G. Bright (Eds.), Learning and teaching measurement. 2003 year book (pp. 3-16). Reston: NCTM.
  • Şişman, Gülçin Tan ve Aksu, Meral. (2009). Yedinci sınıf öğrencilerinin alan ve çevre konusundaki başarıları. İlköğretim Online, 8(1), 243-253.
  • Yeo, Kai Kow Joseph. (2008). Teaching area and perimeter: Mathematic spedagogical content knowledge in action. Paper presented at the 31st Annual Conference of the Mathematics Education Research Group of Australasia, Brisbane.
  • Zacharos, Konstantinos. (2005). Students’ measurement strategies of area. Mediterranean Journal for Research in Mathematics Education, 4(2), 111-127.
Toplam 17 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Sinan Olkun Bu kişi benim

Özhan Çelebi Bu kişi benim

Esra Fidan Bu kişi benim

Özlem Engin Bu kişi benim

Cansev Gökgün Bu kişi benim

Yayımlanma Tarihi 23 Temmuz 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 29 Sayı: 29-1

Kaynak Göster

APA Olkun, S., Çelebi, Ö., Fidan, E., Engin, Ö., vd. (2014). Birim Kare ve Alan Formülünün Türk Öğrenciler İçin Anlamı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29-1), 180-195.