Bu çalışmanın amacı, 2005-2020 yılları arasında YÖKTEZ, TUBİTAK ULAKBİM Dergi Park’ta yayınlanan matematikte öğrenme amaçlı yazma çalışmalarını inceleyerek Türkiye’de matematik öğretiminde yazma araştırmalarının genel durumuyla ilgili bir çerçeve çizmektir. Çalışmada toplam 32 araştırma incelenmiştir. Elde edilen bulgular, 15 yılda yapılan matematik eğitiminde öğrenme amaçlı yazma çalışmaların çoğunluğunun örneklem bazında ilköğretim 2.kademe öğrencileriyle, araştırma başlıkları bazında duyuşsal boyutlarda yapıldığını göstermiştir. Araştırma çeşidinin çoğunlukla deneysel araştırma ve kullanılan yöntemin nitel araştırma yöntemi olduğu ve veri toplamanın yazma çalışmaları kullanılarak yapıldığı belirlenmiştir. Matematik konu başlıkları bazında en fazla araştırmanın sayılar ve geometri konularında araştırma yapıldığı belirlenmiştir. Araştırmada, genel olarak, matematikte öğrenme amaçlı yazma araştırmalarının artırılması ve benzer çalışmaların yapılması önerilmektedir.
The aim of this study is to draw a framework about the general situation of the studies related to writing-to-learn in mathematics education between the years 2005-2020, by analyzing the studies published in YOK thesis center and the journals indexed by ULAKBIM. A total of 32 researches published in Turkish were examined. The findings showed that most of the published studies about writing-to-learn in mathematics education in 15 years were conducted on the secondary school students and affective dimensions on the basis of research titles. It was determined that the research type was mostly experimental research, the method used was qualitative research method and the data were collected through students' written artifacts. Most of the research was done on numbers and geometry in terms of the subject of mathematics. In the study, it is recommended that research on writing-to-learn in mathematics should be increased in general and similar studies should be carried out.
The aim of this study is to draw a framework about the general situation of the studies related to writing-to-learn in mathematics education between the years 2005-2020, by analyzing the studies published in YOK thesis center and the journals indexed by ULAKBIM. A total of 32 researches published in Turkish were examined. The findings showed that most of the published studies about writing-to-learn in mathematics education in 15 years were conducted on the secondary school students and affective dimensions on the basis of research titles. It was determined that the research type was mostly experimental research, the method used was qualitative research method and the data were collected through students' written artifacts. Most of the researches were made on numbers and geometry in terms of the subject of mathematics. In the study, it is recommended that researches on writing-to-learn in mathematics should be increased in general and similar studies should be carried out.
Alan : Fen Bilimleri ve Matematik
Dergi Türü : Uluslararası
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