Araştırma Makalesi
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THE CONTRIBUTION OF WRITING TO THE EVALUATION OF THE PROBLEM SOLVING PROCESS

Yıl 2020, Sayı: 53, 607 - 631, 31.01.2020

Öz

In this research, there exists a discussion
on integrating writing into mathematics education.
Writing contributes to the teaching process in both
learning and evaluation dimensions. One of the
ways in which writing is used in mathematics
courses is the inclusion of writing in the problem
solving process. Writing can improve problemsolving skills, and also it gives teachers the
opportunity to evaluate their students' problemsolving processes as a whole. The aim of the study
is to reveal the students' writing skill levels on how
to solve the problem and the relationship between
what they write and what they do to solve the
problem. In this way, the effect of writing on
evaluation will be analyzed. For this purpose, a
qualitative research has been designed. 41, 2nd and
3rd year students participated in the study.
Questionnaires consisting of 3 open-ended questions
were used as a data tools. In these forms, the
students wrote about both the solution of the
problems and the reasons for their solution. In the
data analysis, first of all, students' responses to the
problems and then their reasons were coded. The
reasons for the correct and incorrectly resolved
questions were analyzed separately. The level of
presenting the reasons for the students who
answered the question correctly is good but not
sufficient when considering the culture of the school
in which such a habit is not developed. The reasons
for the students who answered the question
incorrectly provide detailed data on their thinking
and problem solving process.

Kaynakça

  • Ashlock, B. R. (2006). Error patterns in computation: Using error patterns to improve instruction. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Bagley, T., & Gallenberger, C. (1992). Assessing students’ dispositions: Using journal to improve students’ performance. Mathematics Teacher, 85, 660-663.
  • Banger-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school based interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58.
  • Bell, E. S., & Bell, R. N. (1985). Writing and mathematical problem solving: Arguments in favor of synthesis. School Science and Mathematics, 85(3), 210–221.
  • Bicer, A., Capraro, R. M., & Capraro, M. M. (2013). Integrating Writing into Mathematics Classroom to Increase Students' Problem Solving Skills. International Online Journal of Educational Sciences, 5(2), 361-169.
  • Borasi, R., & Rose, B. J. (1989). Journal writing and mathematics instruction. Educational Studies in Mathematics, 20,347-165.
  • Burns, M. (1995). Writing in math class: A resource for grades 2-8. CA: Math Solutions Publications.
  • Burns, M. (2004). Writing in math. Educational Leadership, 62(2), 30-33.
  • Capraro, M. M., & Joffrion, H. (2006). Algebraic equations: Can middle-school students meaningfully translate from words to mathematical symbols? Reading Psychology, 27,147-164.
  • Countryman, J. (1992). Writing To Learn Mathematics, Portsmouth, NH: Heinemann.
  • Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers’ interpretation of students’ mathematical work. Journal of Mathematics Teacher Education, 3, 155-181.
  • Flower, L., & Hayes, J. R. (1977). Problem-solving strategies and the writing process. College English, 39, 449-461.
  • Goodkin, V. (1982). The intellectual consequences of writing: Writing as a tool for learning. PhD dissertation, Rutgers University, New Brunswick, NJ.
  • Schmidt, D. (1985). Writing in Math Class. Roots in the Sawdust: Writing to Learn across the Disciplines (ed. Anne Ruggles Gere), Urbana, IL: National Council of Teachers of English.104-116.
  • Kasa, B. (2009). Yazma etkinliklerinin ilköğretim birinci kademe öğrencilerinin matematik başarıları ve tutumlarına Etkisi, Yayınlanmamış Yüksek Lisans Tezi, Pamukkale Üniversitesi, Denizli.
  • Meel, D. (1999). Email dialogue journals in a college calculus classroom: A look at the implementation and benefits. Journal of Computers in Mathematics and Science Teaching, 18(4), 387-413.
  • MEB. (2017). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Milli Eğitim Bakanlığı.
  • National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • National Institute for Literacy (2007). What Content Area Teachers Should Know About Adolescent Literacy. Washington DC: Author. https://lincs.ed.gov/publications/pdf/adolescent_literacy07.pdf
  • Pandey, T., & Smith, T. R. (1991). A Sampler of Mathematics Assessment. CA: Bureau of Publications.
  • Pugalee, D. K. (2004). A comparison of verbal and written descriptions of students' problem solving processes. Educational Studies in Mathematics, 55(1-3), 27-47.
  • Pugalee, D. K. (2005). Writing to develop mathematical understanding. Norwood, MA: Christopher-Gordon.
  • Steele, D. F. (2007). Understanding students’ problem-solving knowledge through their writing. Mathematics Teaching in the Middle School, 13(2), 102–109.
  • Urquhart, V. (2009). Using Writing in Mathematics to Deepen Student Learning. Denver, CO: Mid-continent Research for Education and Learning (McREL). https://eric.ed.gov/?id=ED544239
  • Van de Walle, J. A., Karp, K. S. ve Bay Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. (7 ed.) New York, NY: Pearson Education.
  • Yılmaz, N. (2015). Cebir öğretiminde yazma etkinliklerini kullanmanın ortaokul 7. sınıf öğrencilerinin başarılarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 357-376.

YAZI YAZMANIN PROBLEM ÇÖZME SÜRECİNİ DEĞERLENDİRMEYE YÖNELİK KATKISI

Yıl 2020, Sayı: 53, 607 - 631, 31.01.2020

Öz

Bu araştırmada matematik eğitimine yazı yazmanın
entegre edilmesine yönelik bir tartışma yürütülmektedir.
Yazı yazmak hem öğrenme hem de değerlendirme
boyutunda öğretim sürecine katkı sağlamaktadır. Yazının
matematik derslerinde kullanım şekillerinden birisi de
problem çözme sürecine yazı yazmanın dâhil edilmesidir.
Yazı problem çözme becerisini geliştirebileceği gibi,
öğretmenlere de öğrencilerinin problem çözme süreçlerini
bütün olarak değerlendirme fırsatı sunar. Bu araştırmada
yazı, yazının matematik dersine entegre edilmediği
durumlarda, bir değerlendirme aracı olarak ele alınmıştır.
Araştırmanın amacı, öğrencilerin çözdükleri problemin
çözümüne ilişkin gerekçe sunma düzeyleri ve sundukları
gerekçeler ile yaptıkları işlemler arasındaki ilişkiyi ortaya
çıkararak, yazı yazmanın değerlendirmeye yönelik etkisini
analiz etmektir. Bu amaç doğrultusunda nitel bir araştırma
kurgulanmıştır. Araştırmaya toplam 41 ikinci ve üçüncü
sınıf öğrencisi katılmıştır. Veri toplama aracı olarak ise
açık uçlu 3 sorudan oluşan soru formları kullanılmıştır. Bu
formlara öğrenciler hem problemlerin çözümünü, hem de
yaptıkları çözüme yönelik gerekçelerini yazmışlardır. Veri
analizinde ilk olarak öğrencilerin problemlere sunduğu
yanıtlar, daha sonra ise gerekçeleri kodlanmıştır. Doğru ve
yanlış çözülen sorulara dair gerekçeler ayrı ayrı analiz
edilmiştir. Soruyu doğru yanıtlayan öğrencilerin
gerekçelerini sunma düzeyleri, böyle bir alışkanlığın
gelişmediği okul kültürü dikkate alındığında iyi bir
düzeydedir ama yeterli değildir. Soruyu yanlış yanıtlayan
öğrencilerin gerekçeleri ise soruyu çözme sürecine ve
düşünüşlerine dair ayrıntılı veriler sunmaktadır.

Kaynakça

  • Ashlock, B. R. (2006). Error patterns in computation: Using error patterns to improve instruction. Upper Saddle River, NJ: Pearson Prentice Hall.
  • Bagley, T., & Gallenberger, C. (1992). Assessing students’ dispositions: Using journal to improve students’ performance. Mathematics Teacher, 85, 660-663.
  • Banger-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school based interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58.
  • Bell, E. S., & Bell, R. N. (1985). Writing and mathematical problem solving: Arguments in favor of synthesis. School Science and Mathematics, 85(3), 210–221.
  • Bicer, A., Capraro, R. M., & Capraro, M. M. (2013). Integrating Writing into Mathematics Classroom to Increase Students' Problem Solving Skills. International Online Journal of Educational Sciences, 5(2), 361-169.
  • Borasi, R., & Rose, B. J. (1989). Journal writing and mathematics instruction. Educational Studies in Mathematics, 20,347-165.
  • Burns, M. (1995). Writing in math class: A resource for grades 2-8. CA: Math Solutions Publications.
  • Burns, M. (2004). Writing in math. Educational Leadership, 62(2), 30-33.
  • Capraro, M. M., & Joffrion, H. (2006). Algebraic equations: Can middle-school students meaningfully translate from words to mathematical symbols? Reading Psychology, 27,147-164.
  • Countryman, J. (1992). Writing To Learn Mathematics, Portsmouth, NH: Heinemann.
  • Crespo, S. (2000). Seeing more than right and wrong answers: Prospective teachers’ interpretation of students’ mathematical work. Journal of Mathematics Teacher Education, 3, 155-181.
  • Flower, L., & Hayes, J. R. (1977). Problem-solving strategies and the writing process. College English, 39, 449-461.
  • Goodkin, V. (1982). The intellectual consequences of writing: Writing as a tool for learning. PhD dissertation, Rutgers University, New Brunswick, NJ.
  • Schmidt, D. (1985). Writing in Math Class. Roots in the Sawdust: Writing to Learn across the Disciplines (ed. Anne Ruggles Gere), Urbana, IL: National Council of Teachers of English.104-116.
  • Kasa, B. (2009). Yazma etkinliklerinin ilköğretim birinci kademe öğrencilerinin matematik başarıları ve tutumlarına Etkisi, Yayınlanmamış Yüksek Lisans Tezi, Pamukkale Üniversitesi, Denizli.
  • Meel, D. (1999). Email dialogue journals in a college calculus classroom: A look at the implementation and benefits. Journal of Computers in Mathematics and Science Teaching, 18(4), 387-413.
  • MEB. (2017). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Ankara: Milli Eğitim Bakanlığı.
  • National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
  • National Institute for Literacy (2007). What Content Area Teachers Should Know About Adolescent Literacy. Washington DC: Author. https://lincs.ed.gov/publications/pdf/adolescent_literacy07.pdf
  • Pandey, T., & Smith, T. R. (1991). A Sampler of Mathematics Assessment. CA: Bureau of Publications.
  • Pugalee, D. K. (2004). A comparison of verbal and written descriptions of students' problem solving processes. Educational Studies in Mathematics, 55(1-3), 27-47.
  • Pugalee, D. K. (2005). Writing to develop mathematical understanding. Norwood, MA: Christopher-Gordon.
  • Steele, D. F. (2007). Understanding students’ problem-solving knowledge through their writing. Mathematics Teaching in the Middle School, 13(2), 102–109.
  • Urquhart, V. (2009). Using Writing in Mathematics to Deepen Student Learning. Denver, CO: Mid-continent Research for Education and Learning (McREL). https://eric.ed.gov/?id=ED544239
  • Van de Walle, J. A., Karp, K. S. ve Bay Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally. (7 ed.) New York, NY: Pearson Education.
  • Yılmaz, N. (2015). Cebir öğretiminde yazma etkinliklerini kullanmanın ortaokul 7. sınıf öğrencilerinin başarılarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 357-376.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ebru Aylar Çankaya 0000-0003-0455-3553

Yayımlanma Tarihi 31 Ocak 2020
Gönderilme Tarihi 20 Mart 2019
Yayımlandığı Sayı Yıl 2020 Sayı: 53

Kaynak Göster

APA Aylar Çankaya, E. (2020). YAZI YAZMANIN PROBLEM ÇÖZME SÜRECİNİ DEĞERLENDİRMEYE YÖNELİK KATKISI. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(53), 607-631.