Investigation of Students' Cognitive Learning in Mathematics Lessons Supported with Writing Activities

Yıl 2020, , 528 - 583, 31.08.2020

Ercan Atasoy , Adnan Baki

https://doi.org/10.16949/turkbilmat.703648

Öz

The aim of the present research was to examine the contribution of expository and journal writing activities to the cognitive development of 7th-grade students with varying levels of academic achievement in mathematics education. The qualitative research approach has been adopted in this research. The lessons were conducted in one 7th grade class of 28 students using a total of 26 expository writing activities and 6 journal writings designed to address the topics of "lines, angles and measuring angles, operations with integers, rational numbers, algebraic expressions, equations, ratio and proportion.” During the 14 weeks of lessons, three themes were created and various codes were established under these themes by means of content analysis of the written explanations obtained from students' expository writing activities and diaries. In addition, the expository writing activities were analyzed using an analytical scoring rubric (ASR). The findings were coded under three themes: (1) features of the students' explanations (2) use of mathematical language and (3) mathematical algorithms and calculations. According to the data obtained, it has been determined that writing activities contribute to the cognitive development of particularly those students with a moderate level of academic achievement. In addition, it was revealed that the responses provided in writing activities by students with different levels of academic achievement varied. Based on the results of the study, it is recommended that writing activities be implemented over a long and continuous period of time.

Anahtar Kelimeler

Expository writing, Journal Writing, cognitive learning

Yazma Uygulamaları İle Destekli Matematik Derslerinde Öğrencilerin Bilişsel Öğrenmelerinin İncelenmesi

Öz

Araştırmanın amacı, açıklayıcı ve günlük yazma uygulamalarının farklı akademik başarıya sahip 7. sınıf öğrencilerinin, matematikteki bilişsel öğrenmelerine katkısını incelemektir. Araştırmada nitel araştırma yaklaşımı benimsenmiştir. Dersler 28 öğrenciden oluşan bir 7. sınıfta ‘doğrular, açılar ve açıları ölçme, tam sayılarla işlemler, rasyonel sayılar, cebirsel ifadeler, denklemler, oran ve orantı’ konularında hazırlanmış toplam 26 açıklayıcı yazma etkinliği ve 6 günlük yazma etkinliği kullanılarak yürütülmüştür. 14 hafta süren derslerde öğrencilerin açıklayıcı yazma etkinliklerinden ve günlüklerinden elde edilen yazılı açıklamalara içerik analizi yapılarak üç tema ve bu tema altında kodlar oluşturulmuştur. Ayrıca açıklayıcı yazma etkinlikleri analitik dereceli puanlama anahtarı (ADPA) kullanılarak analiz edilmiştir. Ayrıca bulgular; (1) öğrencilerin yaptıkları açıklamaların özellikleri, (2) matematiksel dili kullanma ve (3) matematiksel algoritma ve hesaplamalar olmak üzere üç tema altında kodlanarak sunulmuştur. Elde edilen verilere göre, yazma uygulamalarının özellikle başarı seviyesi orta olan öğrencilerin bilişsel gelişimine katkı sağladığı belirlenmiştir. Ayrıca farklı akademik başarı seviyesindeki öğrencilerin yazma uygulamalarına verdikleri cevapların da farklılık gösterdiği tespit edilmiştir. Araştırmanın sonuçlarına göre, yazma uygulamalarının uzun bir zaman dilimine yayılarak ve sürekli olarak kullanılması önerilmektedir.

Anahtar Kelimeler

Açıklayıcı yazma, günlük yazma, bilişsel öğrenme

Kaynakça

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