BibTex RIS Kaynak Göster
Yıl 2006, Cilt: 3 Sayı: 1, 1 - 18, 23.03.2012

Öz

Kaynakça

  • Etkilerinin Belirlenmesi
  • Albert, L. R. (2000). Outsıde-in-inside-out: seventh-grade students' mathematical thought processes. Educational Studies in Mathematics, 4 1 , 1 0 9 - 1 4 1 .
  • Allal, L & Ducrey, G. P. (2000). Assessment of—or in—the zone of proximal development. Learning and Instruction, 1 0 , 1 3 7 - 1 5 2 .
  • Arends, R. I. (2004). Learning to teach (8th ed.). USA: McGraw-Hill.
  • Baki, A. (1996). Okul matematiğinde ne öğretelim, nasıl öğretelim? Milli Eğitim Dergisi, 89, 7 2 - 7 6 .
  • Baumann, A. S., Bloomfield, A. & Roughton, L. (1997). Becoming a secondary school teacher. Great Britain: Hodder and Stoughton.
  • Bolte, L. A. (1999). Enhancing and assessing preservice teachers' integration and expression of mathematical knowledge. Journal of Mathematics Teacher Education, 2,167-185.
  • Cohen, L. & Manion, L. (1998). Research methods in education (4th ed.). New York: Routledge Publication.
  • Countryman, J. (1992). Mat forum learning and mathematics writing math. Conutryman. htm.http://mathforum.org.
  • DeVries, R. (2000). Vygotsky, Piaget and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18, 187ı 213.
  • DiCamilla, F.J. & Anton, M. (1997). Repetition in the collaborative discourse of İ2 learners: A Vygotskian perspective. The Canadian Modern Language Review, 53, 609-633.
  • Dibartolo, M. T. (2000). Writing opportunities as a teaching/learning tool in a college mathematics course. Doktora tezi, Columbia University.
  • Goss, M., Galbraith, P. & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 4 9 , 1 9 3 - 2 2 3 .
  • Harland, T. (2003). Vygotsky's zone of proximal development and problem- based learning: linking a theoretical concept with practice through action research. Teaching in Higher Education, 8, 2 6 3 - 2 7 2 .
  • Hoel, T.L. (1997). Voices from the classroom. Teaching and Teacher Education, 13, 5 - 1 6 .
  • Ercan Alasoy, $engiit Atasoy
  • Howe, A. C. & Jones, L. (1998). Engaging children in science (2nd ed.). New Jersey: Printice-Hall, 175 s.
  • Jurdak, M. & Zein, R.A. (1998). The effect of journal writing on achievement in and attiduates toward mathematics. School Science and Mathematics, 9 8 , 4 1 2 - 4 1 9 .
  • Kallman, C. (1991). The effects of journal writing on the beliefs, attitudes and achievement of elementary education students in a content course in mathematics. Doktora Tezi, Department of Instructionai Leadership and Academic Curriculum, Oklahoma, The Universty of Oklahoma.
  • Nationai Numeracy Strategy, (2003). Teaching the daily mathematics lesson to children with severe or profound and multiple learning difficulties.
  • Pugaiee, D. K. (2004). Acomparision of verba and written descriptions of students' problem solving processes. Educational Studies in Mathematics, 55, 2 7 - 4 7 .
  • Quinn.R. J . & Wilson, M. M. (1997). Writing in the mathematics classroom: Teachers and practies. Academic Search Premier, 7 1 , 1 .
  • Schurter, W.A. (2002). Comprehension monitoring: An aid to mathematical problem solving. Journal of Developmental Education, 26, 2 2 - 3 3 .
  • Smagorinsky, P. (1989). The reliability and validity of protocol analysis. Written Communication, 6, 463-479.
  • Stonewater, J.K. (2002). The mathematics writer's checklist: The development of a preliminary assessment tool for writing in mathematics. School Science and Mathematics, 102, 324-334.

FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ

Yıl 2006, Cilt: 3 Sayı: 1, 1 - 18, 23.03.2012

Öz

Bu araştırmanın amacı, yazma etkinleri kullanılarak yürütülen
matematik derslerinin değerlendirilmesidir. Araştırma, 2004-2005 bahar
yarıyılı süresince 27 kişiden oluşan bir 6. sınıfta 10 haftada
tamamlanmıştır. Dersler araştırmacı öğretmen tarafından geleneksel
öğretimin içerisinde çeşitli yazma etkinliklerinin kullanılmasıyla
yürütülmüştür. Bu araştırmada kullanılan yazma çeşitleri; açıklayıcı yazma,
günlük yazma, kurulan bir senaryo ile oluşan problem durumunu yazma ve
öğrencilere ders sonunda ifadeler verip, bu ifadelerin karşılarına duygu ve
düşüncelerini yazma uygulaması şeklindedir. Araştırmanın bulguları,
öğrenci yazılarının incelenmesi, öğrencilere verilen bir senaryoya verdikleri
yazılı yanıtların analizi ve 10 Öğrenci ile yürütülen yarı yapılandırılmış
mülakatların nitel olarak yorumlanması ile elde edilmiştir. Yazma
etkinliklerinin sınıf içindeki matematiksel iletişimi artırarak öğrencilerin
düşünce süreçlerinin görsel bir ifadesi olarak soyut matematiksel
sembolleri somutlaştırdığı, matematiğe ve yazmaya karşı olumlu tutum
geliştirmelerini sağladığı sonucuna varılmıştır. Verimliliğin arttırılması
amacıyla öğretmenlere hizmet içi ve hizmet öncesi kurslar verilerek yazma
etkinliklerinin matematik derslerinde kullanımı teşvik edilmelidir.

Kaynakça

  • Etkilerinin Belirlenmesi
  • Albert, L. R. (2000). Outsıde-in-inside-out: seventh-grade students' mathematical thought processes. Educational Studies in Mathematics, 4 1 , 1 0 9 - 1 4 1 .
  • Allal, L & Ducrey, G. P. (2000). Assessment of—or in—the zone of proximal development. Learning and Instruction, 1 0 , 1 3 7 - 1 5 2 .
  • Arends, R. I. (2004). Learning to teach (8th ed.). USA: McGraw-Hill.
  • Baki, A. (1996). Okul matematiğinde ne öğretelim, nasıl öğretelim? Milli Eğitim Dergisi, 89, 7 2 - 7 6 .
  • Baumann, A. S., Bloomfield, A. & Roughton, L. (1997). Becoming a secondary school teacher. Great Britain: Hodder and Stoughton.
  • Bolte, L. A. (1999). Enhancing and assessing preservice teachers' integration and expression of mathematical knowledge. Journal of Mathematics Teacher Education, 2,167-185.
  • Cohen, L. & Manion, L. (1998). Research methods in education (4th ed.). New York: Routledge Publication.
  • Countryman, J. (1992). Mat forum learning and mathematics writing math. Conutryman. htm.http://mathforum.org.
  • DeVries, R. (2000). Vygotsky, Piaget and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18, 187ı 213.
  • DiCamilla, F.J. & Anton, M. (1997). Repetition in the collaborative discourse of İ2 learners: A Vygotskian perspective. The Canadian Modern Language Review, 53, 609-633.
  • Dibartolo, M. T. (2000). Writing opportunities as a teaching/learning tool in a college mathematics course. Doktora tezi, Columbia University.
  • Goss, M., Galbraith, P. & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 4 9 , 1 9 3 - 2 2 3 .
  • Harland, T. (2003). Vygotsky's zone of proximal development and problem- based learning: linking a theoretical concept with practice through action research. Teaching in Higher Education, 8, 2 6 3 - 2 7 2 .
  • Hoel, T.L. (1997). Voices from the classroom. Teaching and Teacher Education, 13, 5 - 1 6 .
  • Ercan Alasoy, $engiit Atasoy
  • Howe, A. C. & Jones, L. (1998). Engaging children in science (2nd ed.). New Jersey: Printice-Hall, 175 s.
  • Jurdak, M. & Zein, R.A. (1998). The effect of journal writing on achievement in and attiduates toward mathematics. School Science and Mathematics, 9 8 , 4 1 2 - 4 1 9 .
  • Kallman, C. (1991). The effects of journal writing on the beliefs, attitudes and achievement of elementary education students in a content course in mathematics. Doktora Tezi, Department of Instructionai Leadership and Academic Curriculum, Oklahoma, The Universty of Oklahoma.
  • Nationai Numeracy Strategy, (2003). Teaching the daily mathematics lesson to children with severe or profound and multiple learning difficulties.
  • Pugaiee, D. K. (2004). Acomparision of verba and written descriptions of students' problem solving processes. Educational Studies in Mathematics, 55, 2 7 - 4 7 .
  • Quinn.R. J . & Wilson, M. M. (1997). Writing in the mathematics classroom: Teachers and practies. Academic Search Premier, 7 1 , 1 .
  • Schurter, W.A. (2002). Comprehension monitoring: An aid to mathematical problem solving. Journal of Developmental Education, 26, 2 2 - 3 3 .
  • Smagorinsky, P. (1989). The reliability and validity of protocol analysis. Written Communication, 6, 463-479.
  • Stonewater, J.K. (2002). The mathematics writer's checklist: The development of a preliminary assessment tool for writing in mathematics. School Science and Mathematics, 102, 324-334.
Yıl 2006, Cilt: 3 Sayı: 1, 1 - 18, 23.03.2012

Öz

Kaynakça

  • Etkilerinin Belirlenmesi
  • Albert, L. R. (2000). Outsıde-in-inside-out: seventh-grade students' mathematical thought processes. Educational Studies in Mathematics, 4 1 , 1 0 9 - 1 4 1 .
  • Allal, L & Ducrey, G. P. (2000). Assessment of—or in—the zone of proximal development. Learning and Instruction, 1 0 , 1 3 7 - 1 5 2 .
  • Arends, R. I. (2004). Learning to teach (8th ed.). USA: McGraw-Hill.
  • Baki, A. (1996). Okul matematiğinde ne öğretelim, nasıl öğretelim? Milli Eğitim Dergisi, 89, 7 2 - 7 6 .
  • Baumann, A. S., Bloomfield, A. & Roughton, L. (1997). Becoming a secondary school teacher. Great Britain: Hodder and Stoughton.
  • Bolte, L. A. (1999). Enhancing and assessing preservice teachers' integration and expression of mathematical knowledge. Journal of Mathematics Teacher Education, 2,167-185.
  • Cohen, L. & Manion, L. (1998). Research methods in education (4th ed.). New York: Routledge Publication.
  • Countryman, J. (1992). Mat forum learning and mathematics writing math. Conutryman. htm.http://mathforum.org.
  • DeVries, R. (2000). Vygotsky, Piaget and education: A reciprocal assimilation of theories and educational practices. New Ideas in Psychology, 18, 187ı 213.
  • DiCamilla, F.J. & Anton, M. (1997). Repetition in the collaborative discourse of İ2 learners: A Vygotskian perspective. The Canadian Modern Language Review, 53, 609-633.
  • Dibartolo, M. T. (2000). Writing opportunities as a teaching/learning tool in a college mathematics course. Doktora tezi, Columbia University.
  • Goss, M., Galbraith, P. & Renshaw, P. (2002). Socially mediated metacognition: Creating collaborative zones of proximal development in small group problem solving. Educational Studies in Mathematics, 4 9 , 1 9 3 - 2 2 3 .
  • Harland, T. (2003). Vygotsky's zone of proximal development and problem- based learning: linking a theoretical concept with practice through action research. Teaching in Higher Education, 8, 2 6 3 - 2 7 2 .
  • Hoel, T.L. (1997). Voices from the classroom. Teaching and Teacher Education, 13, 5 - 1 6 .
  • Ercan Alasoy, $engiit Atasoy
  • Howe, A. C. & Jones, L. (1998). Engaging children in science (2nd ed.). New Jersey: Printice-Hall, 175 s.
  • Jurdak, M. & Zein, R.A. (1998). The effect of journal writing on achievement in and attiduates toward mathematics. School Science and Mathematics, 9 8 , 4 1 2 - 4 1 9 .
  • Kallman, C. (1991). The effects of journal writing on the beliefs, attitudes and achievement of elementary education students in a content course in mathematics. Doktora Tezi, Department of Instructionai Leadership and Academic Curriculum, Oklahoma, The Universty of Oklahoma.
  • Nationai Numeracy Strategy, (2003). Teaching the daily mathematics lesson to children with severe or profound and multiple learning difficulties.
  • Pugaiee, D. K. (2004). Acomparision of verba and written descriptions of students' problem solving processes. Educational Studies in Mathematics, 55, 2 7 - 4 7 .
  • Quinn.R. J . & Wilson, M. M. (1997). Writing in the mathematics classroom: Teachers and practies. Academic Search Premier, 7 1 , 1 .
  • Schurter, W.A. (2002). Comprehension monitoring: An aid to mathematical problem solving. Journal of Developmental Education, 26, 2 2 - 3 3 .
  • Smagorinsky, P. (1989). The reliability and validity of protocol analysis. Written Communication, 6, 463-479.
  • Stonewater, J.K. (2002). The mathematics writer's checklist: The development of a preliminary assessment tool for writing in mathematics. School Science and Mathematics, 102, 324-334.
Toplam 25 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ercan Atasoy Bu kişi benim

Şengül Atasoy Bu kişi benim

Yayımlanma Tarihi 23 Mart 2012
Yayımlandığı Sayı Yıl 2006 Cilt: 3 Sayı: 1

Kaynak Göster

APA Atasoy, E., & Atasoy, Ş. (2012). FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ. HAYEF Journal of Education, 3(1), 1-18.
AMA Atasoy E, Atasoy Ş. FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ. HAYEF Journal of Education. Mart 2012;3(1):1-18.
Chicago Atasoy, Ercan, ve Şengül Atasoy. “FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ”. HAYEF Journal of Education 3, sy. 1 (Mart 2012): 1-18.
EndNote Atasoy E, Atasoy Ş (01 Mart 2012) FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ. HAYEF Journal of Education 3 1 1–18.
IEEE E. Atasoy ve Ş. Atasoy, “FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ”, HAYEF Journal of Education, c. 3, sy. 1, ss. 1–18, 2012.
ISNAD Atasoy, Ercan - Atasoy, Şengül. “FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ”. HAYEF Journal of Education 3/1 (Mart 2012), 1-18.
JAMA Atasoy E, Atasoy Ş. FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ. HAYEF Journal of Education. 2012;3:1–18.
MLA Atasoy, Ercan ve Şengül Atasoy. “FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ”. HAYEF Journal of Education, c. 3, sy. 1, 2012, ss. 1-18.
Vancouver Atasoy E, Atasoy Ş. FARKLI YAZMA ETKİNLİKLERİNİN 6. SINIF ÖĞRENCİLERİNİN DÜŞÜNCELERİ VE DAVRANIŞLARI ÜZERİNDEKİ ETKİLERİNİN BELİRLENMESİ. HAYEF Journal of Education. 2012;3(1):1-18.