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Bu çalışmada Türk ve Singapur matematik ders kitapları kesirlerde bölme işlemi konusunda yer verilen problemler açısından karşılaştırılmıştır. Kitaplarda yer alan problemler; adım sayısı, cevap tipi, bağlam ve bilişsel beklenti özellikleri açısından sınıflandırılmışlardır. Analizler iki farklı araştırmacı tarafından yapılmış, araştırmacılar arasındaki Cohen Kappa uyum indeksi her bir kategori için 0.98-1.00 arasında bulunmuştur. Elde edilen bulgulara göre, Singapur kitabında, Türk kitaplarına kıyasla çok adımlı, açıklama-çözüm gerektiren problem sayısı daha fazladır. Her iki ülke kitabındaki kesir bölmesiyle ilgili tüm problemler yeterli veri içermektedir. Ders kitaplarındaki günlük hayat problemi sayısı azdır. Ayrıca Singapur ders kitabının çoklu formda ifade edilmiş problemler bakımından Türk kitaplarından zengin olduğu tespit edilmiştir. Türk kitaplarında, Singapur kitabına nazaran matematiksel muhakeme ve temsil kategorisine giren problem sayısı oldukça az olup, Türk kitaplarında kavramsal bilgi kategorisine giren hiçbir problem yoktur. Bu durum Singapur’un uluslararası sınavlarda Türkiye’den daha iyi bir performans göstermesinin nedenlerinden biri olarak düşünülebilir.
In this study, the Turkish and Singapore mathematics lessons were compared in terms of the problems involved in the process of division in cuts. The problems contained in the books are classified in terms of the number of steps, the type of response, the context and the characteristics of cognitive expectation. Analysis was carried out by two different researchers, the Cohen Kappa Compatibility Index among the researchers was found between 0.98-1.00 for each category. According to the findings obtained, in the Singapore book, the number of problems that require an explanation-solving is much more gradual than in the Turkish books. All issues related to the split in the book of both countries contain sufficient data. The number of daily life problems in the lesson books is small. It is also found that the Singapore curriculum is rich in Turkish books in terms of problems expressed in multiple forms. In Turkish books, the number of problems that enter the mathematical judgment and representation category in the Singapore book is quite small, and there is no problem in the Turkish books that enter the concept information category. This situation can be considered as one of the reasons Singapore has performed better than Turkey in international exams.
In this study, Turkish and Singapore mathematics textbooks were compared in terms of the problems included in the subject of the division of fractions. The problems in textbooks were categorized in terms of the number of steps, type of answer, context and cognitive expectation characteristics. The analyses were conducted by two different researchers, and the Cohen Kappa agreement index between the researchers was found between 0.98-1.00 for each category. According to the findings, the Singapore book has more steps and more problems requiring explanation-solution compared to Turkish books. All problems related to dividing fractions in both countries' books contain sufficient data. The number of daily life problems in textbooks is small. In addition, it was determined that the Singapore textbook was richer than the Turkish books in terms of problems expressed in a combined form. In Turkish books, there are few problems in the category of mathematical reasoning and representation compared to the Singapore book, and there is no problem in the Turkish books in the category of conceptual knowledge. The findings can be considered as one of the reasons why Singaporean students perform better than Turkish students in terms of number content domain in international exams. In future studies, it can be investigated what kind of problems mathematics teachers use in their lessons.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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