Ramazan Gürbüz

The effect of activity-based instruction on conceptual development of seventh grade students in probability

The purpose of this study is to investigate and compare the effects of activity-based and traditional instructions on students’ conceptual development of certain probability concepts. The study was conducted using a pretest–posttest control group design with 80 seventh graders. A developed ‘Conceptual Development Test’ comprising 12 open-ended questions was administered on both groups of students before and after the intervention. The data were analysed using analysis of covariance, with the pretest as covariate. The results revealed that activity-based instruction (ABI) outperformed the traditional counterpart in the development of probability concepts. Furthermore, ABI was found to contribute students’ conceptual development of the concept of ‘Probability of an Event’ the most, whereas to the concept of ‘Sample Space’ the least. As a consequence, it can be deduced that the designed instructional process was effective in the instruction of probability concepts.

AN ANALYSIS OF SEVENTH-GRADE STUDENTS’ MATHEMATICAL REASONING

The aim of this study is to determine the seventh-graders’ levels of mathematical reasoning and to reveal their performance. The present study was carried out with 167 seventh-grade students studying at randomly selected three elementary schools that served low and middle socioeconomic areas in a city of Turkey. “Mathematical Reasoning Test (MRT)” was developed and used as data collection tool. In analyzing the data, participants’ scores of the test was computed and which mathematical reasoning level they were in was determined. Sample responses of the some students regarding any question (Q7) in the test were presented directly and discussed. As a result of the analysis, it was found that about half of the students (45.5%) had medium and 27.5% of them had low level of mathematical reasoning. When the results are evaluated, it is probable to say that that most of the students’ mathematical reasoning is at medium or low level in general. On the other hand, it is remarkable that rather than the familiar classical problems, students need to be enabled to deal with the problems that they can do reasoning and thus their mathematical reasoning could be improved.

Prospective Mathematics Teachers’ Opinions About Their Opportunities for Learning How to Teach to a Diverse Group of Students

This study aimed to analyze prospective elementary mathematics teachers’ opinions about how often teacher training programs provide opportunities for learning how to teach to diverse groups of students. The study employed survey method. The sample used consists of 1386 prospective elementary mathematics teachers in their last year of training at 21 state universities in twelve regions of Turkey. One-Way ANOVA test was applied to reveal how prospective teachers’ responses about the opportunities they had for learning how to teach to diverse students vary among regions with different levels of development. The study found that the prospective teachers in Turkey ‘sometimes’ get the opportunity to learn about teaching to diverse groups of students. ANOVA analysis revealed that the prospective teachers’ opinions about learning to teach to diverse groups of students vary significantly between different regions of Turkey. In other words, the universities in Turkey cannot be characterized as homogenous in terms of learning opportunities for teaching to a diverse group of students. Hence, more diligence and detailed analysis is called for when interpreting the results of comparative international studies on education, where countries are often construed as homogeneous wholes.

Olasılık Konusunun Öğrenilmesini Zorlaştıran Nedenler Hakkında Ortaokul Matematik Öğretmenlerinin Görüşleri

Bu calismanin amaci, ortaokul matematik ogretmenlerinin olasilik konusunun ogrenilmesini zorlastiran nedenlere iliskin goruslerini belirlemektir. Calisma grubu, Turkiye’nin bir ilindeki farkli okullarda gorev yapan 38 ortaokul matematik ogretmeninden olusmaktadir. Arastirmanin verileri, iki acik uclu sorudan olusan bir form vasitasiyla toplanmistir. Elde edilen verilerin icerik analizi yapilarak, verilerden kodlar, kodlardan uc alt tema ve bir ana tema elde edilmistir. Yapilan analizler sonucunda, olasilik konusunun ogrenilmesini zorlastiran nedenlerin ogrenciden (olumsuz tutum, yetersiz onbilgi, gunluk hayatla iliskilendirememe, yetersiz muhakeme, kavram yanilgilari), ogretmenden (bilgi ve tecrube eksikligi, olumsuz tutum, uygun ogretim stratejisi kullanilmamasi) ve diger bazi nedenlerden (konunun soyut olmasi, yasin etkisi, siniflarin kalabalik olmasi, sinav odakli ogretim) kaynaklandigi ortaya cikarilmistir.

OYUN DESTEKLİ KESİR ÖĞRETİMİ HAKKINDA ÖĞRETMEN GÖRÜŞLERİ: VİDEO DESTEKLİ BİR ÇALIŞMA

Bu calismanin amaci oyunlarla zenginlestirilmis sinif ortaminda kesirler konusunun ogretimi hakkinda ogretmen goruslerini ortaya koymaktir. 6. sinif kesirler konusu kazanimlarina uygun olarak hazirlanan Kesir Domino ve Kesir Puzzle oyunlari arastirmacilar tarafindan uygulanmis ve uygulamalar videoya cekilmistir. Video kayitlari doktora egitimine devam eden 4 matematik ogretmenine izletilmis ve yari yapilandirilmis mulakatlar yapilarak ogretmenlerden oyunlari ve sinif ortamini cesitli boyutlariyla degerlendirmeleri istenmistir. Elde edilen bulgular oyunlarin ilgi cekici, eglenceli ve motive edici oldugunu, ogrencilerin derse aktif katilimini sagladigini ve matematik dersine karsi olumlu tutum gelistirdigini gostermektedir. Oyunlarla zenginlestirilmis kesir ogretimi, coklu temsillere ve etkilesime firsat verdigi icin sofistike anlamlar ve matematiksel farkliliklar olusturmanin yanisira, bu ortamlara ozel sosyomatematiksel normlar ortaya koymustur. Ayrica oyunlarla desteklenmis uygulamali sinif ici etkinlik videolarinin gelistirilip erisime acik web tabanli ortamlarda paylasilmasinin pedagojik acidan faydali bir uygulama olacagi konusunda ogretmenlerin hemfikir olduklari sonucuna ulasilmistir. Anahtar Kelimeler: Oyun destekli ogretim, kesirler, sinif ici uygulamalar, ogretmen gorusleri

Matematiksel Modellemenin Öğretim Araçlarına Yansımaları: Ders Kitabı Analizi

Bu calismada son yillarda bircok ulkenin ogretim programina girmis olan matematiksel modellemeye ders kitaplarinda ne derece kadar yer verildigi ve kitaplarda yer alan modelleme kavraminin matematiksel modellemeyi ne olcude yansittigi incelenmistir. Dokuman incelemesi yonteminden yararlanilan calismada, 2016-2017 egitim-ogretim yilinda uygulamada olan tum ortaokul (5, 6, 7, 8) matematik ders kitaplarinda yer alan model ve modelleme kavramlari tespit edilerek ogrenme alani, sinif seviyesi, modelin kullanildigi bolum ve kullanilan model turu acisindan icerik analizi yontemiyle degerlendirilmistir. Yapilan degerlendirmeler neticesinde, ders kitaplarinda modelleme kavraminin matematiksel modellemeden ziyade “matematigi modelleme” seklinde ele alindigi ve modellerin bazi konularda yogun bir sekilde kullanilirken bazi konularda model kavramina deginilmedigi ve modellerin ise sadece somut ve gorsel yapilarla sinirli kaldigi soylenebilir. Ders kitaplarindaki modelleme anlayisi somutlastirma ve gorsellestirme seklindedir. Programda matematiksel modellemeye yapilan vurgu da dikkate alindiginda, soz konusu sinirli alginin degistirilmesi icin ders kitaplarinda modelleme anlayisinin revize edilmesi gerektigi onerilebilir.

Relationship between mental computation and mathematical reasoning

Abstract Mental computation and mathematical reasoning are two intertwined top-level mental activities. In deciding which strategy to use when doing mental computing, mathematical reasoning is essential. From this reciprocal influence, the current study aims at examining the relationship between mental computation and mathematical reasoning. The study was carried out with 118 fifth-grade students (11–12-year-olds). As data collection tool, “mathematical reasoning test” and “mental computation test” were developed and used. In analyzing the data, Pearson’s correlation coefficient (r) between participants’ scores of each test was computed. Some sample student responses to some questions in both tests were also presented directly. Evidence was found that there is a significant positive correlation between mental computation and mathematical reasoning. It is noteworthy that rather than exposing students to familiar classical problems, students need to be enabled to deal with exceptional/non-routine problems, and especially young children should be encouraged to do mental computing in order for developing both skills. On the other hand, students must be asked to write the strategies they use and on which grounds they preferred them while solving the problems.

ÖĞRENCİLERİN BİLGİSAYAR DESTEKLİ ARGÜMANTASYON ORTAMINDA OLASILIKSAL TAHMİNLERİNİN İNCELENMESİ

Bu arastirmanin amaci, bilgisayar destekli argumantasyona dayali ogrenme ortaminda ogrencilerin olasiliksal dusunmelerini, kavram yanilgilarini ve tahmin becerilerini incelemektir. Olasilik konusunda hazirlanan bilgisayar destekli bir materyal argumantasyon surecine entegre edilmistir. Arastirmada nitel arastirma yontemlerinden durum calismasi kullanilmistir. Uygulama, Adiyaman il merkezinde bulunan iki ortaokuldaki 6 ogrenciden 3 grup olusturularak gerceklestirilmistir. Ogrencilerden, materyalde sorulan sorulari ve ulastiklari cevaplari birbirleri ve arastirmaci ile tartismalari istenmis; bu cevaplar hem materyal icerisinde hem de kamera ile kayit altina alinmistir. Ayrica ogrencilerin verdikleri cevaplari anlik olarak goruntuleyebilmeleri saglanarak, surec icerisinde degistirmelerine imkân verilmistir. Elde edilen bulgular isiginda, uygulanan bilgisayar destekli argumantasyon yontemi ile ogrencilerin olasiliksal dusunme becerilerinin arttigi, olasilik konusundaki kavram yanilgilarinin azaldigi ve dogru tahmin etme becerilerinin gelistigi saptanmistir. Uygulama surecinde ogrencilerin tahminlerindeki degisim incelenerek, ogrencilerin kavram yanilgilari ortaya cikarilmistir. Ozellikle bagimsiz olay ve ornek uzay kavramlarini bilmedikleri ve olasilik hesabi yapmakta gucluk cektikleri tespit edilmistir. Daha uzun surecli benzer uygulamalar yapilarak ogrencilerin argumantasyon yontemiyle matematiksel ogrenmeleri ve ayrica bu yontemin matematik ogretiminde bir arac olarak nasil kullanilabilecegi arastirilabilir.

ÖSYS Başarısını Etkileyen Faktörler: Adıyaman İli Örneği

Tarihte bircok eski uygarliga ev sahipligi yapmis olan Adiyaman’da sanayinin gelismeye baslamasi ve gelisen ulasim ve iletisim imkânlariyla beraber genc nufusun, ozellikle 1990’li yillarin basindan itibaren daha ileri duzeyde egitim alma egiliminde oldugu soylenebilir. Nitekim, Turkiye genelinde ve Adiyaman ozelinde Ogrenci Secme ve Yerlestirme Sistemi (OSYS)’ ne basvuran aday sayinin her gecen yil arttigi soylenebilir. Ancak sinava giren aday sayisinin artmasiyla birlikte OSYS basarisini etkileyen faktorler bir merak konusu olmaya baslamistir. Bu calismanin amaci, Adiyaman ilinin OSYS basarisini etkileyen faktorleri belirlemektir. Calisma grubunu, Adiyaman ilinde yasayan, Adiyaman’in egitim gecmisini bilen ve bu konuda uzman oldugu dusunulen 10 kisi olusturmaktadir. Arastirmanin verileri, acik uclu sorulardan olusan bir form vasitasiyla elde edilmistir. Elde edilen verilerin icerik analizi yapilarak, verilerden kodlar ve kodlardan kategoriler olusturulmustur. Yapilan analizler sonucunda, OSYS basarisini etkileyen faktorlerin; Katsayi Sorunu, Kesintisiz Egitim, Dershaneler, Ogretmenler, Sinav Sistemi, Sosyo-Ekonomik Yapi, Ogrenci Profili ve Teknolojinin Etkisi oldugu tespit edilmistir.