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Amaç: Kesir kavramı öğrencilerin öğrenmekte zorlandıkları ve kavram yanılgılarına sahip oldukları bir matematiksel kavramdır. Öğrencilerin zorluk yaşamalarının sebeplerinden biri kesrin farklı anlamlarının olmasıdır. Buradan hareketle 6. sınıf öğrencilerinin kesir kavram imajlarının kesrin farklı anlamları temelinde belirlenmesi amaçlanmıştır. Yöntem: Araştırmada nitel araştırma desenlerinden olgu bilim kullanılmıştır. Katılımcılar Doğu Anadolu’da bir ilde 2018-2019 eğitim-öğretim yılınca 6. sınıfta öğrenim gören 663 öğrenciden oluşmaktadır. Veri toplama aracı olarak açık uçlu 3 sorudan oluşan ve araştırmacılar tarafından geliştirilen bir anket formu kullanılmıştır. Anket formundan elde edilen veriler kesrin farklı anlamları temel alınarak betimsel analize tabi tutulmuştur. Bulgular: Verilerin incelenmesi sonucunda katılımcıların en çok sahip oldukları kavram imajlarının sırasıyla bölme, parça-bütün ve pay-payda kavram imajları olduğu görülmüştür. Sonuçlar ve Öneriler: Kesir kavramının ağırlıklı olarak parça-bütün anlamına uygun olarak öğretiminin yapılmasına rağmen öğrencilerin daha çok bölüm anlamını tercih ettikleri sonucuna ulaşılmıştır. Kesir kavramının sözel ifade şeklinin bu durumun nedeni olduğu söylenebilir.
Purpose: The concept of fraction is a mathematical concept that students have difficulty in learning and have the misconception. One of the reasons students experience difficulties is that fraction has different meanings. From this point of view, it was aimed to determine the fraction concept images of 6th grade students on the basis of different meanings of the fraction. Design & Methodology: Phenomenon of qualitative research patterns was used in the research. Participants consist of 663 students studying in 6th grade in 2018-2019 academic year in a province in Eastern Anatolia. As a data collection tool, a questionnaire form consisting of 3 open-ended questions and developed by the researchers was used. The data obtained from the questionnaire were subjected to descriptive analysis based on different meanings of the fraction. Findings: As a result of examining the data, it was seen that the concept images that the participants had the most were division, part-whole and numerator-denominator concept images. Implications & Suggestions: Although the concept of fraction is mainly taught in accordance with the part-full meaning, it is concluded that the students prefer the meaning of the department more. It can be said that the verbal expression of the concept of fraction is the reason for this situation.
Purpose: The concept of fraction is a mathematical concept that students have difficulty in learning and have the misconception. One of the reasons students experience difficulties is that fraction has different meanings. From this point of view, it was aimed to determine the fraction concept images of 6th grade students on the basis of different meanings of the fraction. Design & Methodology: Phenomenon of qualitative research patterns was used in the research. Participants consist of 663 students studying in 6th grade in 2018-2019 academic year in a province in Eastern Anatolia. As a data collection tool, a questionnaire form consisting of 3 open-ended questions and developed by the researchers was used. The data obtained from the questionnaire were subjected to descriptive analysis based on different meanings of the fraction. Findings: As a result of examining the data, it was seen that the concept images that the participants had the most were division, part-whole and numerator-denominator concept images. Implications & Suggestions: Although the concept of fraction is mainly taught in accordance with the part-whole meaning, it is concluded that the students prefer the meaning of the department more. It can be said that the verbal expression of the concept of fraction is the reason for this situation.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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