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The Effects of Activity-Based Teaching Approach on the Proportion Related Problem Solving Success of Middle School Students

Yıl 2012, Cilt: 13 Sayı: 3, 175 - 206, 01.08.2012

Ali Rıza Küpcü

Öz

The purpose of this study was to determine the effects of activity based teaching approach on students’ problem solving success while solving word problems that is related proportional reasoning. For this purpose, the focus was over five types of proportion related problems which are “missing value, quantitative comparison, qualitative comparison, percent and similarities in triangles”. The research was carried out pre/posttest control design. Activity based problem solving teaching was given to experimental group and traditional teaching method was employed in the control group. The research study was conducted on 134 67 seventh grade and 69 eighth grade middle school students. In the research three criterion referenced success tests were used for gathering data. In the face of the data collected and the evaluations made in the research, it was determined that the implementation of activity-based teaching approach had positively affected students’ problem solving success

Anahtar Kelimeler

Activity based teaching approach proportion related problem problem solving success missing value problem qualitative-quantitative comparison problem

Kaynakça

  • Allain, A., 2000, ‘Development of an instrument to measure proportional reasoning among fast-track middle school students’, Published master of science dissertation, North Carolina State University.
  • Altun, M. (1998). Eğitim Fakülteleri ve İlköğretim Öğretmenleri İçin Matematik Öğretimi (5. Basım). Bursa: Alfa Yayınları.
  • Baxter G. P., Junker, B. A. (2001). Designing cognitive-developmental assessments:Case study in proportional reasoning. National Council for Measurement in Education. Seattle, Washington.
  • Baykul, Y. (2000). Eğitimde ve Psikolojide Ölçme: Klasik Test Teorisi ve Uygulaması. Ankara: ÖSYM Yayınları.
  • Bezuk, N., 1986, Variables affecting seventh grade student's performance and solution strategies on proportional reasoning word problems. Unpublished doctoral dissertation, University of Minnesota.
  • Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem- solving skills of students with learning disabilities: Self-regulated strategy development. The Journal of Special Education, 26, 1-19.
  • Cramer, K.  Post, T. (1993) Connecting Research To Teaching Proportional Reasoning, Mathematics Teacher, 86 (5), 404-407.
  • Doran, R.L (1980). Basic measurement and evaluation of science instruction. National Science http://eric.ed.gov/PDFS/ED196733.pdf adresinden indirilmiştir. Association, Washington, D.C.
  • Eysenck, M.W. and Keane M.T (2000). Cognitive Psychology, A Student’s Handbook (4th Edition). NewYork: Psychology Press.
  • Fuson, K. C., Hudson, K., and Pillar, R. (1997). Phases of classroom mathematical problem-solving activity. (ed. J. Kaput ). Employing children’s natural powers to build algebraic reasoning in the context of elementary mathematics. Mahwah, NJ: Lawrence Erlbaum.
  • Gersten, R., Woodward, J., and Darch, C. (1986). Direct instruction: A research-based approach to curriculum design and teaching. Exceptional Children, 53, 17-31.
  • Hart, K. (1984). Ratio: Children's strategies and errors. Windsor, UK: The NFER-Nelson Publishing Co.
  • Heller, P., Ahlgren, A., Post, T., Behr, M., & Lesh, R. (1989, March). Proportional Reasoning: The Effect of Two Context Variables, Rate Type and Problem Setting. Journal for Research in Science Teaching, 26(1), 205-220.
  • Hoek, D., Eeden, P. V. ve Terwel, J. (1999). The Effects of Integrated Social And Cognitive Strategy Instruction on The Mathematics Achievement in Secondary Education. Learning and Instruction. 9, 427-448.
  • Karplus, R., Pulos, S., & Stage, E. K. (1983b). Proportional reasoning in early adolescents. ( eds. R. Lesh and M. Landau ), Acquisition of mathematics concepts and processes. New York: Academic Press.
  • Kayhan, M. , 2005, ‘6. ve 7. Sınıf Öğrencilerinin Oran-Orantı Konusuna Yönelik Çözüm Stratejilerinin Sınıf Düzeyine, Cinsiyetine ve Soru Tipine Göre Değişiminin İncelenmesi’. Yayınlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi, Fen Bilimleri Enstitüsü.
  • Kilpatrick, J. (2004). Classics in Mathematics Education Research. In L.L. Hatfield (1978) Mathematical Problem Solving, 7-20, ERIC/SMEAC.
  • Kishta, M. A. (1979). Proportional and combinatorial reasoning in two cultures. Journal of Research in Science Teaching, 16, 439-443.
  • Lesh, R., Post, T., and Behr, M. (1988). Proportional Reasoning. (eds. J. Hiebert and M. Behr) Number Concepts and Operations in the Middle Grades (pp. 93-118). Reston, VA: Lawrence Erlbaum & National Council of Teachers of Mathematics.
  • MEB Talim ve Terbiye Kurulu Başkanlığı (2005), İlköğretim Matematik Dersi 6–8. Sınıflar Öğretim Programı Kitabı, Ankara.
  • MEB Talim ve Terbiye Kurulu Başkanlığı (2008, revizyon), İlköğretim Matematik Dersi 6–8. Sınıflar Öğretim Programı Kitabı, Ankara.
  • Mercer, C. D., and Mercer, A. R. (1998). Teaching Students with Learning Problems (5th ed.). Upper Saddle River, NJ: Prentice-Hall.
  • Mevarech, R.Z. (1999). Effects of Metacognitive Training Embedded in Cooperative Settings on Mathematical Problem Solving. The Journal of Educational Research. 92 (4), 195-205.
  • Montague, M. & Applegate, B. (2000). Middle School Students’ Perceptions, Persistence, and Performance in Mathematical Problem Solving. Learning Disability Quarterly. 23 (3), 215-227.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston.
  • Olkun, S ve Toluk Uçar, Z. (2007). İlköğretimde Etkinlik Temelli Matematik Öğretimi (3. Baskı). Ankara: Maya Akademi.
  • Piaget, J., & Inhelder, B. (1974). The child's conception of quantities. Boston: Routledge and Kegan Paul.
  • Polya, G. (1957). How to solve it. A new aspect of mathematical method. Princeton, NJ: Princeton.
  • Post, T., Behr, M., & Lesh, R. (1988). Proportionality and the development of pre-algebra understandings. (eds. A. Coxford and A. Shulte) The Idea of Algebra K-12: Yearbook National Council of Teachers of Mathematics (pp. 78-90). Reston, VA: NCTM.
  • Punch, K.F. (2005). Sosyal Araştırmalara Giriş, Nicel ve Nitel Yaklaşımlar. (Çev. D. Bayrak, H.B. Arslan ve Z. Akyüz). Ankara: Siyasal Kitapevi.
  • Reed, S. K. (1999). Word problems: Research and curriculum reform. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Reys, R. R., Suydam, M. N. and Lindquist, M. M. (1984) Helping Children Learn Mathematics. Englewood Cliffs, NJ: Prentice Hall.
  • Santos-Trigo, M. (1998). Instructional Qualities of a Successful Mathematical Problem Solving Class. International Journal of Mathematical Education in Science and Technology, 29(5), 631-646.
  • Schoenfeld, A.H. (1992b). Mathematical Problem Solving, Academic Press, Orlando.
  • Siegler, R. S. (1986). Children’s thinking. Englewood-Cliffs, NJ: Prentice-Hall.
  • Solso, R.L., Maclin, M.K & Maclin O.H. (2007). Bilişsel Psikoloji (Çev. A. Ayçiçeği- Dinn). İstanbul: Kitabevi.

ETKİNLİK TEMELLİ ÖĞRETİM YAKLAŞIMININ ORTAOKUL ÖĞRENCİLERİNİN ORANTISAL PROBLEMLERİ ÇÖZME BAŞARISINA ETKİSİ

Yıl 2012, Cilt: 13 Sayı: 3, 175 - 206, 01.08.2012

Ali Rıza Küpcü

Öz

Araştırmanın amacı, etkinlik temelli problem çözme öğretiminin ilköğretim 7. ve 8. sınıf öğrencilerinin orantısal problemleri çözme başarılarına etkisini araştırmaktır. Orantısal problemler bağlamında bilinmeyen değer, nicel ve nitel karşılaştırma, yüzde ve üçgenlerde benzerlik problemleri üzerine odaklanılmıştır. Araştırma öntest-sontest kontrol gruplu yarı deneme modelinde gerçekleştirilmiştir. Deney grubuna etkinlik temelli öğretim yaklaşımıyla ve kontrol grubuna geleneksel öğretim yöntemi ile 30 ders saati süren uygulamalar yapılmıştır. Araştırma grubunda 134 öğrenci 66 yedinci sınıf ve 68 sekizinci sınıf yer almıştır. Veriler oran-orantı, yüzdeler ve benzerlik konularında üç adet açık uçlu başarı testi ile toplanmış ve süreç odaklı bir problem çözme düşüncesi ile çözümler çok aşamalı olarak değerlendirilmiştir. Sonuçta etkinlik temelli öğretimin ilköğretim öğrencilerinin orantısal problemlerin bütün türlerinde çözme başarısını artırdığı bulunmuştur. Etkinlik temelli öğretimin problem çözme aşamalarından ‘çözüm planı yapma’ ve ‘çözümü uygulama’ aşamalarında geleneksel öğretim yöntemine göre daha olumlu sonuçlar verdiği görülürken ‘problemin anlaşılması’ aşamasında daha fazla etkinliğin düzenlenmesi gerekliliği ortaya konmuştur.

Anahtar Kelimeler

Etkinlik temelli öğretim yaklaşımı orantısal problem problem çözme başarısı bilinmeyen değer problemi nicel-nitel karşılaştırma problemi

Kaynakça

  • Allain, A., 2000, ‘Development of an instrument to measure proportional reasoning among fast-track middle school students’, Published master of science dissertation, North Carolina State University.
  • Altun, M. (1998). Eğitim Fakülteleri ve İlköğretim Öğretmenleri İçin Matematik Öğretimi (5. Basım). Bursa: Alfa Yayınları.
  • Baxter G. P., Junker, B. A. (2001). Designing cognitive-developmental assessments:Case study in proportional reasoning. National Council for Measurement in Education. Seattle, Washington.
  • Baykul, Y. (2000). Eğitimde ve Psikolojide Ölçme: Klasik Test Teorisi ve Uygulaması. Ankara: ÖSYM Yayınları.
  • Bezuk, N., 1986, Variables affecting seventh grade student's performance and solution strategies on proportional reasoning word problems. Unpublished doctoral dissertation, University of Minnesota.
  • Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem- solving skills of students with learning disabilities: Self-regulated strategy development. The Journal of Special Education, 26, 1-19.
  • Cramer, K.  Post, T. (1993) Connecting Research To Teaching Proportional Reasoning, Mathematics Teacher, 86 (5), 404-407.
  • Doran, R.L (1980). Basic measurement and evaluation of science instruction. National Science http://eric.ed.gov/PDFS/ED196733.pdf adresinden indirilmiştir. Association, Washington, D.C.
  • Eysenck, M.W. and Keane M.T (2000). Cognitive Psychology, A Student’s Handbook (4th Edition). NewYork: Psychology Press.
  • Fuson, K. C., Hudson, K., and Pillar, R. (1997). Phases of classroom mathematical problem-solving activity. (ed. J. Kaput ). Employing children’s natural powers to build algebraic reasoning in the context of elementary mathematics. Mahwah, NJ: Lawrence Erlbaum.
  • Gersten, R., Woodward, J., and Darch, C. (1986). Direct instruction: A research-based approach to curriculum design and teaching. Exceptional Children, 53, 17-31.
  • Hart, K. (1984). Ratio: Children's strategies and errors. Windsor, UK: The NFER-Nelson Publishing Co.
  • Heller, P., Ahlgren, A., Post, T., Behr, M., & Lesh, R. (1989, March). Proportional Reasoning: The Effect of Two Context Variables, Rate Type and Problem Setting. Journal for Research in Science Teaching, 26(1), 205-220.
  • Hoek, D., Eeden, P. V. ve Terwel, J. (1999). The Effects of Integrated Social And Cognitive Strategy Instruction on The Mathematics Achievement in Secondary Education. Learning and Instruction. 9, 427-448.
  • Karplus, R., Pulos, S., & Stage, E. K. (1983b). Proportional reasoning in early adolescents. ( eds. R. Lesh and M. Landau ), Acquisition of mathematics concepts and processes. New York: Academic Press.
  • Kayhan, M. , 2005, ‘6. ve 7. Sınıf Öğrencilerinin Oran-Orantı Konusuna Yönelik Çözüm Stratejilerinin Sınıf Düzeyine, Cinsiyetine ve Soru Tipine Göre Değişiminin İncelenmesi’. Yayınlanmamış Yüksek Lisans Tezi. Hacettepe Üniversitesi, Fen Bilimleri Enstitüsü.
  • Kilpatrick, J. (2004). Classics in Mathematics Education Research. In L.L. Hatfield (1978) Mathematical Problem Solving, 7-20, ERIC/SMEAC.
  • Kishta, M. A. (1979). Proportional and combinatorial reasoning in two cultures. Journal of Research in Science Teaching, 16, 439-443.
  • Lesh, R., Post, T., and Behr, M. (1988). Proportional Reasoning. (eds. J. Hiebert and M. Behr) Number Concepts and Operations in the Middle Grades (pp. 93-118). Reston, VA: Lawrence Erlbaum & National Council of Teachers of Mathematics.
  • MEB Talim ve Terbiye Kurulu Başkanlığı (2005), İlköğretim Matematik Dersi 6–8. Sınıflar Öğretim Programı Kitabı, Ankara.
  • MEB Talim ve Terbiye Kurulu Başkanlığı (2008, revizyon), İlköğretim Matematik Dersi 6–8. Sınıflar Öğretim Programı Kitabı, Ankara.
  • Mercer, C. D., and Mercer, A. R. (1998). Teaching Students with Learning Problems (5th ed.). Upper Saddle River, NJ: Prentice-Hall.
  • Mevarech, R.Z. (1999). Effects of Metacognitive Training Embedded in Cooperative Settings on Mathematical Problem Solving. The Journal of Educational Research. 92 (4), 195-205.
  • Montague, M. & Applegate, B. (2000). Middle School Students’ Perceptions, Persistence, and Performance in Mathematical Problem Solving. Learning Disability Quarterly. 23 (3), 215-227.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston.
  • Olkun, S ve Toluk Uçar, Z. (2007). İlköğretimde Etkinlik Temelli Matematik Öğretimi (3. Baskı). Ankara: Maya Akademi.
  • Piaget, J., & Inhelder, B. (1974). The child's conception of quantities. Boston: Routledge and Kegan Paul.
  • Polya, G. (1957). How to solve it. A new aspect of mathematical method. Princeton, NJ: Princeton.
  • Post, T., Behr, M., & Lesh, R. (1988). Proportionality and the development of pre-algebra understandings. (eds. A. Coxford and A. Shulte) The Idea of Algebra K-12: Yearbook National Council of Teachers of Mathematics (pp. 78-90). Reston, VA: NCTM.
  • Punch, K.F. (2005). Sosyal Araştırmalara Giriş, Nicel ve Nitel Yaklaşımlar. (Çev. D. Bayrak, H.B. Arslan ve Z. Akyüz). Ankara: Siyasal Kitapevi.
  • Reed, S. K. (1999). Word problems: Research and curriculum reform. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Reys, R. R., Suydam, M. N. and Lindquist, M. M. (1984) Helping Children Learn Mathematics. Englewood Cliffs, NJ: Prentice Hall.
  • Santos-Trigo, M. (1998). Instructional Qualities of a Successful Mathematical Problem Solving Class. International Journal of Mathematical Education in Science and Technology, 29(5), 631-646.
  • Schoenfeld, A.H. (1992b). Mathematical Problem Solving, Academic Press, Orlando.
  • Siegler, R. S. (1986). Children’s thinking. Englewood-Cliffs, NJ: Prentice-Hall.
  • Solso, R.L., Maclin, M.K & Maclin O.H. (2007). Bilişsel Psikoloji (Çev. A. Ayçiçeği- Dinn). İstanbul: Kitabevi.
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Ali Rıza Küpcü

Yayımlanma Tarihi 1 Ağustos 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 13 Sayı: 3

Kaynak Göster

APA Küpcü, A. R. (2012). ETKİNLİK TEMELLİ ÖĞRETİM YAKLAŞIMININ ORTAOKUL ÖĞRENCİLERİNİN ORANTISAL PROBLEMLERİ ÇÖZME BAŞARISINA ETKİSİ. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 13(3), 175-206.

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