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Kesirler matematikteki birçok konunun temelini oluşturduğu için öğrenciler tarafından iyi kavranması gereken bir konudur. Bu çalışmada, ilkokul dördüncü sınıf öğrencilerinin kesirler konusundaki problem kurma becerileri incelenmiştir. Çalışma, nicel araştırma yöntemlerinden tarama türünde gerçekleştirilmiştir. Çalışmaya farklı devlet okullarında öğrenim görmekte olan 216 dördüncü sınıf öğrencisi katılmıştır. Veriler, kesirler konusunda beş açık uçlu sorudan oluşan Problem Kurma Becerileri Testi (PKBT) ile toplanmış ve araştırma kapsamında geliştirilen rubrik ile değerlendirilmiştir. İlgili literatür incelenerek geliştirilen rubrik, dil açısından anlaşılırlık, matematiksel açıdan doğruluk, problemin karmaşıklık düzeyi ve verilen çözüme uygunluk olmak üzere dört alt boyuttan oluşmaktadır. Veri analizi betimsel istatistikler, Kruskal Wallis ve Mann Whitney U istatistikleri kullanılarak gerçekleştirilmiştir. Veri analizi sonuçları öğrencilerin problem kurma becerilerinin yeterli düzeyde olduğunu göstermiştir. Ayrıca araştırma sonucunda, öğrencilerin problem kurma beceri puanlarının matematik başarılarına göre anlamlı farklılık gösterdiği ancak cinsiyete göre anlamlı olarak farklılaşmadığı bulunmuştur. Çalışmanın sonuçları ilgili literatür ışığında tartışılmış, alanda yapılacak yeni çalışmalara yönelik öneriler sunulmuştur.
Cuts are a subject that students should understand well because it forms the foundation of many subjects in mathematics. In this study, the skills of the fourth-class students in the primary school were studied in the issue of cuts. The study was carried out in the type of scan from quantum research methods. The study was attended by 216 fourth-class students who are studying in different public schools. The data was collected with the Problem Building Skills Test (PKBT), which consists of five open end questions on cuts, and evaluated with the rubric developed within the research framework. The rubric developed by studying the relevant literature consists of four subdimensions: language understanding, mathematical accuracy, the level of complexity of the problem and compliance with the given solution. Data analysis was carried out using visual statistics, Kruskal Wallis and Mann Whitney U statistics. Data analysis results have shown that students have sufficient level of problem-making skills. The research also found that students’ problem-making skills scores differ significantly from mathematical achievements, but do not differ significantly from gender to gender. The results of the study have been discussed in the light of the relevant literature, the recommendations for new work in the field have been presented.
The concept of a fraction is the basis of many subjects in mathematics; therefore, it should be well understood by the students. In this study, fourth-grade students’ problem-posing skills about fractions were investigated. The study was conducted as a survey type, one of the quantitative research methods. A total of 216 fourth-grade students participated in the study. The data were collected with Problem Posing Skills Test (PPST), consisting of five semi-structured questions on fractions and assessed through a rubric developed in the study. The four sub-dimensions of the rubric are clarity, mathematical accuracy, the complexity of the problem, and compliance with the given solution. Data were analyzed with descriptive statistics, Kruskal Wallis, and Mann Whitney U tests. Data analysis results revealed that the level of the students' problem-posing skills was sufficient. Besides, it was found that the problem-posing skills scores of the students differed significantly according to their mathematics achievement but did not show significant differences according to gender. The results were discussed in the light of the relevant literature, and suggestions for new studies were offered.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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