An Examination of Fourth and Fifth Graders' Fractional Understandings Based On Mathematical Achievement

Öz

Anahtar Kelimeler

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Dört ve Beşinci Sınıf Öğrencilerinin Kesir Kavrayışlarının Matematiksel Başarılarına Göre İncelenmesi

Öz

Bu çalışmanın amacı, düşük, orta ve yüksek başarılı öğrencilerin, Sosyokonstrüktivizm ve Gerçekçi Matematik Eğitimi’nin temel ilkelerine göre hazırlanan bir kesir eğitimden aynı düzeyde yararlanıp yararlanamayacaklarını incelemektir. Bu amaçla, deney grubuna paylaşım durumlarıyla başlayan, sınıf ve grup tartışmalarına odaklanan bir eğitim verilmiştir. Bu arada kontrol grubundaki öğrenciler normal eğitimlerine devam etmişlerdir. Her iki grup 27 dördüncü ve 28 beşinci sınıf öğrencisinden oluşmuştur. Katılımcılara 3 test uygulanmıştır: Genel Matematiksel Başarı Testi, Kesir Kavrayışı Ön Testi ve Kesir Kavrayışı Son Testi. T-testi ve ANCOVA sonuçlarına göre, tasarlanan öğrenme ortamının düşük, orta ve yüksek başarılı öğrencilerin kesir kavrayışları üzerindeki olumlu etkisi büyük oranda benzerdir. Aynı şekilde, kontrol grubundaki düşük, orta ve yüksek başarılı öğrenciler de geleneksel öğrenme ortamının kesir kavrayışları üzerindeki etkisi açısından bir farklılık göstermemişlerdir

Anahtar Kelimeler

• Kesir Kavrayışı, Kesir Öğrenme, Matematiksel Başarı

Kaynakça

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27. Activity sample: Equally sharing or distributing situations
28. Aim: To have students solve problems that require sharing or
29. distributing equally and express the results as fractions.
30. Material: A picture of “Sizinkiler” (it means “Yours” in English) family - The Picture of Sizinkiler family will be shown and students will be
31. asked: “Do you know this family?”. If there is a student who knows, he/she
32. will be asked to tell the rest of the class. If not, I will introduce the members
33. of the family (Babisko, Cıt Cıt, Zeytin and Limon) and explain that events
34. that this family experiences will be told during the lessons. - The first story will be presented: “Sizinkiler goes to a “pide”(a
35. Turkish food like pizza) restaurant for dinner. But 4 “pide”s seems big for
36. them and they order 3 “pide”s instead of 4. In your opinion, how can the
37. waiter serve 3 “pide”s for 4 people? Can you draw the “pide” that each
38. person gets?” Empty papers will be given to the groups and students will be
39. expected to make drawings. While they are drawing, they will be
40. negotiating, asking questions and giving some clues if they need them. (For
41. example: Does each person get a whole “pide”? In how many parts can you
42. divide “pide”s? What can you do to present each person’s part?...etc). I will
43. gather the papers and the story will continue as follows: - “At the table next to the Sizinkiler, there is another group that consists of 9 people. They order 6 “pide”s. Now, again show each person’s part with pictures.” - Pupils will be asked to create their own similar stories and to solve them. I will collect the stories and read them out in front of class. - The students’ solutions to the first two problems will be drawn on the board and discussed. For example: B C Z L Z L Z L B C Z L (The existence of different answers for a problem can be thought as 4, and the other
44. an advantageous situation: the first figure shows4 1 4 shows 2 4.) - “Can you express the results with fractions?” I will ask this
45. question and we will examine and discuss the results.