Gerçekçi Matematik Eğitimi (GME) matematiğe özgü bir öğrenme yaklaşımıdır. GME öğrencilere günlük hayatta yer alan matematiksel problemlerden hareket ederek, somut durumların yaratılması ile başlar. Matematik anlamlandırma ile başlar, öğrencilerin deneyimleyebilecekleri ortamlarda yer almaları ile matematiksel öğrenme gerçekleşir. Bu çalışmada ilkokul dördüncü sınıf öğrencilerine dört işlem ile ilgili uygulanan GME ilişkin görüşlerini ortaya koymak amaçlanmıştır. Bu amaç doğrultusunda araştırma dört işleme ilişkin hata yapan 10 (5 kız, 5 erkek) ilkokul dördüncü sınıf öğrencisi ile yürütülmüştür. Araştırmada öğrencilerin GME yönelik görüşlerini almak amacıyla 7 tane açık uçlu sorunun yer aldığı “Gerçekçi Matematik Eğitimine İlişkin Görüşme Formu” uygulanmıştır. Elde edilen verilerin analizi araştırmanın alt problemleri doğrultusunda analiz edilmiştir. Analiz yapılırken geçerliği ve güvenirliği sağlamak amacıyla doğrudan ifadelere yer verilmiş, farklı kodlayıcılara kodlama yaptırılmış ve kodlayıcı güvenirliği sağlanmıştır. Araştırmanın alt problemleri doğrultusunda araştırmanın bulguları ortaya konulmuştur. Bu doğrultuda birinci alt probleme ilişkin ilkokul öğrencileri matematik derslerinin eğlenceli olmasını ve günlük yaşamdan örnekler içermesi gerektiğini ifade etmişlerdir. İkinci alt probleme ilişkin olarak “Gerçekçi Matematik” ifadesinden ilkokul öğrencilerinin günlük hayattan örnekler anladıkları ortaya konulmuştur. Üçüncü alt problemde öğrenciler matematiği gerçek hayatta kullanmak, eğlenceli bir öğrenme ortamı hazırlamak ve gerçek hayattaki örnekleri matematikte kullanmak amacıyla GME kullanılması gerektiği bulgusuna ulaşılmıştır. Araştırmanın dördüncü alt problemi doğrultusunda öğrenciler ilkokulda GME ölçme alanına daha uygun olduğu ifade etmişlerdir. Araştırmanın beşinci alt problemine ilişkin GME’de gerçek hayattan materyallerin kullanımı günlük hayatta matematiği kullanmayı ve kolay öğrenmeyi sağladığı bulgusuna ulaşılmıştır.
Realist Mathematics Education (GME) is a mathematics-specific learning approach. GME begins with the creation of concrete situations by moving students from mathematical problems in everyday life. Mathematics begins with understanding, mathematical learning occurs with the participation of students in the environments they can experience. This study is aimed at presenting the views of the students of the fourth grade of primary school on the GME applied on the four processes. For this purpose, the research was carried out with 10 (5 girls, 5 men) primary school fourth-class students who made errors in relation to four processes. The study applied the "Realistic Mathematical Education Interview Form" which includes seven open end issues in order to obtain students' opinions about GME. The analysis of the data obtained was analyzed according to the sub-problems of the research. In order to ensure validity and reliability during the analysis, direct statements are placed, coders are coded and coding reliability is provided. The findings of the research have been found based on the sub-problems of the research. In this regard, primary school students related to the first sub-problem have expressed that math lessons should be fun and include examples from everyday life. In relation to the second sub-problem, it has been revealed that from the expression "Reality Mathematics" primary school students understand examples from everyday life. In the third sub-problem, students found that GME should be used in order to use mathematics in real life, create a fun learning environment and use examples in real life in mathematics. According to the fourth subproblem of the study, students said they were more suitable for the field of GME measurement in primary school. The fifth sub-problem of the study in GME has found that the use of real-life materials in daily life makes it easy to use mathematics and learn.
Realistic Mathematics Education (RME) is a learning approach peculiar to mathematics. RME begins with creating concrete conditions for students based on mathematical problems in daily life. Mathematics begins with explaining, whereas mathematical learning is realized when students are involved in environments where they can experience. In this study, it is aimed to reveal the views of fourth-grade primary school students about RME that is applied regarding four operations. According to this purpose, the study was conducted with 10 (5 female, 5 male) fourth-grade primary school students who made mistakes regarding four operations. In the study, “Interview Form Regarding Realistic Mathematics Education” containing 7 open-ended questions was applied to students for the purpose of obtaining their views about RME. The acquired data were analyzed according to sub problems of the study. During the analysis, direct statements were involved for providing the validity and reliability and codings were made by different coders for providing the coding reliability. Study findings were revealed according to sub problems of the study. Accordingly, regarding the first sub problem; primary school students stated that the mathematics lesson had to be fun and contain examples from the daily life. Regarding the second sub problem; it was determined that the statement “Realistic Mathematics” meant examples from the daily life for primary school students. Regarding the third sub problem; it was determined that students demanded the use of RME for using mathematics in real life, preparing an entertaining learning environment and using examples from the real life in mathematics. Regarding the fourth sub problem of the study; students stated that RME was more convenient for the assessment field in primary school. Regarding the fifth sub problem of the study; it was determined that the use of real life materials in RME facilitated using mathematics in daily life and learning it easily.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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