İlköğretim 4-7. Sınıf Öğrencilerinin Denk Kesirlerin Sembolik ve Grafiksel Temsillerini İlişkilendirme Becerilerinin İncelenmesi

Öz

Bu çalışmanın amacı, ilköğretim 4-7. sınıf öğrencilerinin denk kesirlerin sembolik ve grafiksel temsillerini ilişkilendirme becerilerinin düzeyini belirlemektir. Araştırmanın örneklemi Sakarya ilinde yer alan ilköğretim okullarında okuyan 4., 5., 6. ve 7. sınıf öğrencileri oluşturmaktadır. Çalışma bu kapsamda yer alan 11 okuldan 1111 öğrenci ile yürütülmüştür. Veri toplama aracı olarak, bu çalışmada, Temsilsel Akıcılık Testi (TAT) kullanılmış olup test, kesirlerin parça-bütün ve ölçme anlamlarını; alan, sayı doğrusu, uzunluk ve küme temsillerini kullanarak ölçmektedir. Normallik varsayımlarının ihlali nedeniyle grupları karşılaştırmak için parametrik olmayan testler kullanılmıştır. Yapılan analizler sonucunda öğrencilerin denk kesirlerin sembolik ve grafiksel temsillerini ilişkilendirme becerilerinin kesirlerin parça-bütün ve ölçme anlamlarında, kesirlerin farklı temsil türlerinde (Alan-Uzunluk, Alan-Sayı D., Küme-Uzunluk, Küme-Sayı D., Uzunluk-Sayı D.) ve kesrin sade ve denk gösterimlerinde farklılaştığı tespit edilmiştir. Bununla birlikte sınıf düzeyi arttıkça genel puanlarda, temsil türlerinde ise alan ve uzunluk temsili hariç diğer temsillerde, kesrin sade ve denk gösterimlerindeki başarının arttığı görülmüştür.

Anahtar Kelimeler

• Kesirlerin Anlamları
• Kesirlerin Denkliği
• Çoklu Temsiller
• Kesirlerin Temsilleri

An Investigation of Elementary School 4-7th Grade Students' Ability to Link Equivalent Fractions' Symbolic and Graphical Representations

Abstract

The purpose of this study was to determine elementary school 4-7th grade students' ability to link equivalent fractions' symbolic and graphical representations. The design of this research was a survey study. The sample of the study consisted of 4, 5, 6, and 7th-grade elementary school students in the Sakarya province, Turkey. The study was conducted with 1111 students from 11 elementary schools. Representational Fluency Test (RFT) developed by Niemi (1996) was used as a measurement tool. The RFT included items involving regional areas, line segments, and set representations to assess the part-whole meaning and those involving number lines to assess the measure meaning of the rational number. As the normality assumption was violated, non-parametric tests were applied. The results of the analyses showed that the students' performance to link equivalent fractions' symbolic and graphical representations changed significantly with respect to the representation type (region-line segment, region-number line, set-line segment, set-number line, line segment- number line) and with respect to simple and equivalent fractions. Meanwhile, it was seen that as the classroom levels increased, the success rates in overall scores, representation types, except region-line segment, and simple and equivalent fractions increased.

Keywords

• Fraction Subconstructs
• Equivalence of Fractions
• Multiple Representations
• Representation of Fractions

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