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İlkokul 3. sınıf düzeyinde kesirler konusunda yapılan hataların birim kesir, sembol ve model bağlamında analizinin yapılması bu çalışmanın amacını oluşturmaktadır. Araştırmada nitel araştırma desenlerinden durum çalışması deseni kullanılmıştır. Araştırmanın çalışma grubunu 173 ilkokul üçüncü sınıf öğrencisi oluşturmaktadır. Verilerin analizinde betimsel analiz kullanılarak önce öğrencilerin sorulara vermiş oldukları cevapların doğruluk düzeyi belirlenmiş ardından hatalı cevap kâğıtları üzerinden hata türleri belirlenerek analiz edilmiştir. Araştırma sonucunda, birim kesri belirlemede parça-bütün ilişkisi kuramama, kesir sayısı yazma, kesir modeli çizme ve kesrin okunuşunu yazma hatalarının yapıldığı; sembolik ve iki boyutlu gösterimi verilen kesirlerin okunuşunun yazılmasının istendiği soruda parça-bütün ilişkisi kuramama, pay ve payda arasında kavramsal ilişki kuramama, taralı kısım ile bütün parça arasında kavramsal ilişki kuramama, kesir modeli çizme ve taralı kısmı taranmamış kısma bölme hatalarının tekrarlandığı; sembolik ve iki boyutlu gösterimi verilen kesirlerin birbirine dönüştürülmesinin istendiği sorularda parça-bütün ilişkisi kuramama, taralı kısım ile bütün parça arasında kavramsal ilişki kuramama ve taralı kısmı taranmamış kısma bölme hatalarının görüldüğü; birim kesir ve kesir sayısı arasındaki farkın açıklanmasının istendiği soruda birim kesir ve kesir sayısı arasındaki farkı bilmeme, tek birini tanımlama ve birim kesri iki boyutlu kesir modeliyle, kesir sayısını sembolik gösterim ile tanımlama hatalarının yapıldığı tespit edilmiştir. Bu hataların giderilmesinde de, birim kesir ve kesir sayısı arasındaki farkı kavratmak ve öğrencilerin parça-bütün ilişkisi kurmalarına yardımcı olacak uygulamalara daha fazla yer vermek için somut materyal ve farklı model uygulamalar ile derslerin zenginleştirilmesi önerilmektedir.
The analysis of the errors made with regard to cuts at the level 3 of the primary school in the unit cuts, symbol and model context is the purpose of this study. The research has been used for the study of quality research patterns. The study group consists of 173 primary school third-class students. In the analysis of the data, using the visual analysis, the level of accuracy of the answers that the students have given to the questions has been determined and then the errors have been analyzed by determining the types of errors through the wrong answers papers. According to the study, in the determination of the unit part-all relationship is not possible, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, the number of parts is not written, and the number ofIn removing these errors, it is also recommended to enrich the courses with concrete materials and different models of applications to understand the difference between the unit cuts and the number of cuts and to give more space to the practices that will help students build a piece-totally relationship.
This study aims to analyze the errors made in terms of the unit fraction, symbol, and model of fractions at the level of 3rd graders at the primary school. In this research, the case study pattern, which is among the qualitative research patterns, was used. The study group consists of 173 primary school third-graders. In the analysis of the data, the accuracy level of the answers given by the students to the questions was determined by using descriptive analysis, and then the error types were determined and analyzed by identifying them on the incorrect answer sheets. The results of the research revealed that the errors were made in failure in establishing the part-whole relationship in determining the unit fraction, writing a fractional number, drawing the fraction model, and reading the fractional number. For the question of writing the reading of fractional numbers given in symbolic and two-dimensional representation, it was determined that the students were observed to make errors in establishing the part-whole relationship, establishing a conceptual relationship between numerator and denominator, establishing a conceptual relationship between the shaded part and the whole part, drawing the fractional model, and dividing the shaded part by the unshaded part. For the questions in which symbolic and two-dimensional representation of fractions are asked to be converted to each other, the most frequent errors observed were the failure in establishing the part-whole relationship, establishing the conceptual relationship between the shaded part and the whole part, and dividing the shaded part by the unshaded part. For the question where the difference between the unit fraction and the fractional number was asked to explain, the students were observed to make errors in expressing the difference between the unit fraction and fractional number, defining just one of them, and defining the fractional number with symbolic representation and defining the unit fraction with two-dimensional fraction model. For eliminating these errors, it is recommended to enrich the lessons with concrete materials and different model applications to facilitate understanding the difference between the unit fraction and fractional number and to study the applications that will help students establish the part-whole relationship.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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