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Çalışmada altıncı sınıf öğrencilerinin alan ölçme ile ilgili problem çözme becerileri incelenmiştir. Çalışmaya bir devlet ortaokulunun altıncın sınıf düzeyinde öğrenim gören 160 öğrenci katılmıştır. Öğrencilerin alan ölçme ile ilgili problem çözme becerilerini belirlemek için ilgili kazanım ve matematik ders kitabının içeriğine uygun olarak hazırlanmış iki problem cümlesi kullanılmıştır. Araştırmada nitel çalışmanın doğasını yansıtan durum çalışması kullanılmıştır. Öğrencilerin problem çözme aşamalarının her biri rubrik yardımıyla incelenmiştir. Veri analizinin güvenirliğini sağlamak için Miles ve Huberman uyuşum yüzdesi kullanılmıştır. Ayrıca öğrencilerin çözümlerine ve gözlem notlarına yer verilerek çalışmanın niteliği artırılmaya çalışılmıştır. Çalışmanın bulguları; öğrencilerin problemi anlama, problem için plan yapma, problemi çözme, problemi kontrol etme ve problemi geliştirme aşamalarının her birindeki yeterlilik oranlarının düşük olduğunu göstermiştir. Elde edilen bulgular ışığında, günlük yaşam ve matematik öğretim programının önemli bir parçası olan alan konusunun öğretimine yönelik birtakım önerilerde bulunulmuştur.
In this study, sixth grade students' problem solving skills related to area measurement was examined. 160 sixth-grade students from a public middle school participated in the study. In order to determine students' problem solving skills related to area measurement, two problem sentences prepared according to the content of the related acquisition and mathematics textbook were used. The case study, which reflects the nature of the qualitative study, was used in the study. Each of the students' problem solving stages was examined with the help of rubrics. Miles and Huberman agreement percentage were used to ensure the reliability of the data analysis. In addition, students' solutions and observation notes were included to increase the quality of the study. The findings of the study showed that the students' competence rates were low in each of the stages of understanding the problem, making plans for the problem, solving the problem, controlling the problem and developing the problem. In light of the findings, some suggestions were made for teaching the area matter which is an important part of daily life and mathematics curriculum.
In this study, sixth grade students' problem solving skills related to area measurement was examined. 160 sixth-grade student from a public middle school participated in the study. In order to determine students' problem solving skills related to area measurement, two problem sentences prepared according to the content of the related acquisition and mathematics textbook were used. The case study, which reflects the nature of the qualitative study, was used in the study. Each of the students' problem solving stages was examined with the help of rubrics. Miles and Huberman agreement percentage were used to ensure the reliability of the data analysis. In addition, students' solutions and observation notes were included to increase the quality of the study. The findings of the study showed that the students' competence rates were low in each of the stages of understanding the problem, making plans for the problem, solving the problem, controlling the problem and developing the problem. In light of the findings, some suggestions were made for teaching the area matter which is an important part of daily life and mathematics curriculum.
Field : Fen Bilimleri ve Matematik
Journal Type : Uluslararası
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