Ortaokul Altıncı Sınıf Öğrencilerinin Kesir Bilgilerinin Yapılandırılmasına İlişkin Tahmini Öğrenme Yol Haritası: Bir Öğretim Tasarımı

Yıl 2019, Cilt: 45 Sayı: 45, 116 - 143, 03.01.2019

Deniz Eroğlu Faik Camci Dilek Tanışlı

Öz

Kesirler
hem öğretme hem de öğrenme açısından özellikle ilkokul matematiğinin en sorunlu
ve en karmaşık konularından biridir. Öğrencilerin kesirler konusundaki
başarısızlıklarının yanı sıra öğretmenlerin kesir öğretimine yönelik özensiz
yaklaşımlarının ön plana çıktığı araştırmalar, kesir öğretimine yönelik
araştırmalara gereksinim oluşturmaktadır. Bu gereksinimden hareketle, bu
araştırmada ortaokul altıncı sınıf öğrencilerinin kesirlerde toplama ve çıkarma
işlemlerini anlamalarını destekleyen bir tahmini öğrenme yol haritası
geliştirmek ve aynı zamanda bu konulara yönelik bir öğretim tasarımı önermek
amaçlanmıştır. Araştırmaya İç Anadolu bölgesindeki bir ilde bulunan devlet
okulunda öğrenim görmekte olan gönüllü 16 altıncı sınıf öğrencisi katılmıştır.
Araştırma matematik eğitiminde sıklıkla kullanılan öğretim deneyi kullanılarak
tasarlanmıştır. Öğretim deneyinde beş hafta boyunca ve her hafta iki ders saati
süresince veri toplanmıştır. Araştırmanın sonucunda kesir kavramı ile
kesirlerle toplama ve çıkarma işlemlerine yönelik bir TÖYH geliştirilmiş ve bu
konuya yönelik bir öğretim tasarımı önerilmiştir. Ayrıca önerilen öğretim
tasarımında kullanılan kesirlerde toplama ve çıkarma konusu için belirlenen
öğretim sırası ile kullanılan çoklu temsillerin, öğrencilerin konuları
kavramsal olarak öğrenmelerine yardımcı olduğu görülmüştür. 

Anahtar Kelimeler

tahmini öğrenme yol haritası, öğretim deneyi, kesirlerde toplama ve çıkarma

Hypothetical Learning Trajectory to the Development of Sixth Grade Students’ Knowledge about Fractions and Addition-Subtraction in Fractions

Öz

Fractions are one of the most difficult and complex topics in elementary school mathematics, both in terms of teaching and learning. Indicated research results on students’ failure in fractions and teachers’ inadequate approaches to teaching fractions reveal the necessity of research for teaching fractions. From this point of view, the purpose of this study is to develop a hypothetical learning trajectory that supports understanding of sixth grade elementary students’ addition and subtraction in fractions and to suggest a teaching design on these topics. 16 sixth grade students attended the study in a public school located on the Central Anatolia Region. This research is designed as a teaching experiment which is often used in mathematics education research. Data collection proceeded throughout mathematics classes, two class hours per week for five weeks. At the end of the teaching experiment, a hypothetical learning trajectory and a teaching design for fraction addition and subtraction was proposed. Furthermore, it was revealed that students have learned fraction operations conceptually through the teaching sequence and the multiple representations used in the proposed instructional design for teaching fraction addition and subtraction.

Anahtar Kelimeler

addition and subtraction in fractions, hypothetical learning trajectory, teaching experiment

Kaynakça

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