Teaching The Order of Operations Topic to Fourth-Graders Using Code.org

Yıl 2022, , 3593 - 3616, 11.11.2022

Özlem Özçakır Sümen

https://doi.org/10.37669/milliegitim.970167

Öz

Coding education has been included in the education programs of many countries and is taught to students in schools or outside of school hours to gain them learning outcomes. This study attempts to use coding as a context for mathematical learning at grade level 4 to support and enhance students’ mathematics learning. It examines the codes that emerged as a result of the order of operations topic learning process with coding. A case study approach was used in the study, and participants consist of three fourth-grade students with high, medium, and low achievements in mathematics. The data were collected through video records, photographs, worksheets, and observation notes and analyzed using a constant comparative coding method. In the applications, the participants first learned coding through the code.org platform. Then the expressions from the order of operations were studied with coding. As a result of data analysis, the codes were merged under the themes of code.org, student, and mathematical process. The analysis results showed that this coding activity enabled students to learn through modeling by concretizing the subject and developed their mathematical competencies by participating in many cognitive skills such as reasoning, analyzing, exploring, and verifying. Besides, it was found that problem-solving and generalizing from mathematical thinking skills were used in this learning activity.

Anahtar Kelimeler

coding, computational thinking, fourth-graders, the order of operations topic

Code.org ile Dördüncü Sınıf Öğrencilerine İşlem Önceliği Konusunun Öğretilmesi

Öz

Kodlama eğitimi birçok ülkenin eğitim programlarına dâhil edilmiştir ve öğrencilere okul saatlerinde veya okul dışı saatlerde kodlama eğitimi verilmektedir. Bu çalışma, dördüncü sınıf öğrencilerinin matematik öğrenimini desteklemek ve geliştirmek için kodlamayı bir bağlam olarak kullanmayı amaçlamaktadır. Çalışmada, işlem önceliği konusunun kodlama ile öğretilmesi süreci incelenmektedir. Durum çalışması deseninde gerçekleştirilen araştırmanın katılımcıları üç dördüncü sınıf öğrencisinden oluşmaktadır. Veriler video kayıtları, fotoğraflar, çalışma yaprakları ve gözlem notları aracılığıyla toplanmış ve karşılaştırmalı analiz yöntemi kullanılarak analiz edilmiştir. Uygulamalarda katılımcılar önce code.org platformu üzerinde kodlama yapmayı öğrenmiş, daha sonra işlem önceliği konusu kodlama ile çalışılmıştır. Verilerin analizi sonucunda ortaya çıkan kodlar; code.org, öğrenci ve matematiksel süreç olmak üzere üç temada toplanmıştır. Analiz sonuçları, bu kodlama etkinliğinin konuyu somutlaştırdığını, öğrencilerin modelleme yoluyla öğrenmelerini sağladığını, akıl yürütme, analiz etme, keşfetme, doğrulama gibi birçok bilişsel etkinlikte bulunarak matematiksel yeterliliklerini geliştirdiğini göstermiştir. Ayrıca öğrencilerin bu öğrenme etkinliğinde matematiksel düşünme süreçlerinden genelleme yapma ve problem çözme becerilerini kullandıkları tespit edilmiştir.

Anahtar Kelimeler

bilgi işlemsel düşünme, dördüncü sınıf öğrencileri, işlem önceliği konusu, kodlama

Kaynakça

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