Özet:

The aim of this study is to examine the transition process from conceptual knowledge to procedural knowledge in the teaching of the concept of volume, which is given at the sixth grade level in the field of geometry and measurement learning in the middle school mathematics curriculum. Based on this aim, a teaching environment enriched with concrete materials used in daily life was presented to the students. In addition, the conceptual development of students regarding the concept of volume is also examined in this teaching process. The study, in which the qualitative research method was adopted, was carried out with a total of seven students, four girls and three boys, studying in the sixth grade in a public school. A teaching experiment consisting of four stages was applied in the study. Throughout the teaching process, data were collected through video recordings of the practices, clinical interviews with students and exam papers. In mathematics lessons based on an interdisciplinary approach, it was concluded that the teaching process, in which the students have tried to conceptualize the volume as a size, within the framework of the concept of measurement, was effective. 

Anahtar Kelimeler: