A Meta-Synthesis Study on Investigations of Dissertations in Education Regarding Reasoning Skills in Turkey

Ersanlı, Ercüment; Gençoğlu, Cem; Duran, Volkan

doi:10.15345/iojes.2018.05.015

Cited by 2 publications

(3 citation statements)

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“…In the same study, it was determined that the least focused type of reasoning was visual/spatial reasoning. Ersanlı et al (2018), who examined the theses on reasoning skills in educational sciences, revealed that studies focused on the subject-based sub-dimensions of mathematical reasoning skills, mostly on algebraic reasoning and proportional reasoning. Studies have been carried out at least in terms of geometric reasoning and statistical reasoning.…”

Section: Discussionmentioning

confidence: 99%

“…In their meta-synthesis study, postgraduate theses that did not have any curriculum restrictions and dealt with the concept of Reasoning (Turkish version: "Muhakeme") were examined. Similarly, in the meta-synthesis study of Ersanlı, et al (2018); Postgraduate theses on Reasoning skills (Turkish version: "akıl yürütme becerisi") in the field of educational sciences were examined according to the fields in Bloom's taxonomy, the disciplinary fields used (Cognitive, Affective and Psychomotor) and their main results. In his research, Mercan (2021) examined the type of reasoning skills used with a thematic approach in early childhood Reasoning Skills (Turkish version: akıl yürütme becerileri) in Turkey between 2010 and 2020, in relation to the year and method of the study.…”

Section: Introductionmentioning

confidence: 99%

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Reasoning Skills in Mathematics Teaching: A Meta-Synthesis on Studies Conducted in Turkey

TUM

2024

International E-Journal of Educational Studies

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This research aims to analyze the results of studies conducted in Turkey on reasoning skills in mathematics teaching and to reveal what kind of trend there is in this field. Within the scope of this study, databases were searched with the keywords "reasoning"(muhakeme, akıl yürütme) and "reasoning skill" (Muhakeme becerisi, akıl yürütme becerisi), and the results were examined in accordance with the inclusion criteria regarding mathematics teaching. One hundred sixty-three studies were included. Each of the studies included in the meta-synthesis study was analyzed descriptively according to type, year, method, sample type and size, data collection tools, statistical analysis, learning field, keywords, reasoning type and purpose. In addition, the studies’ results were content analyzed and tabulated by coding the differences and similarities between them with a holistic approach. It has been determined that studies on the learning fields in the mathematics curriculum are mostly carried out in the field of learning numbers and operations in the secondary school mathematics curriculum. When evaluated in terms of reasoning types, almost half of the studies were conducted on mathematical reasoning. It has been observed that after mathematical reasoning, the most focus is on proportional reasoning. When the aims of the studies included in the research were examined, it was determined that the most focused ones were "examining the factors affecting reasoning skills", "measurement of reasoning skills" and "the effect of teaching practices on reasoning skills". In the studies examined, it was seen that there were 33 teaching practices whose effects on reasoning skills were examined.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reasoning Skills in Mathematics Teaching: A Meta-Synthesis on Studies Conducted in Turkey

TUM

2024

International E-Journal of Educational Studies

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“…Çoban and Tezci (2020), on the other hand, developed a scale consisting of multiple-choice and openended questions aiming to reveal the level of mathematical reasoning skills of secondary school students. On the other hand, Ersanlı et al (2018) revealed that subject-based dimensions of mathematical reasoning (e.g., proportional reasoning, reasoning about ratio-proportionality, etc.) were addressed in more than one study, but there was a gap in research on thinking styles and perspectives in the dimension of mathematical reasoning.…”

Section: Mathematical Reasoning and Mathematical Literacymentioning

confidence: 99%

Assessment of Mathematical Reasoning Competence in Accordance with PISA 2021 Mathematics Framework

ÖZAYDIN

Arslan

2022

Kuramsal Eğitimbilim

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The aim of this study is to develop a rubric to evaluate mathematical reasoning proficiency. Within the scope of this purpose, each of the actions expected from the reasoning process in the PISA 2021 Mathematics Framework was taken as criteria by the researchers and a rubric was created. Data were collected from 30 primary school mathematics teachers with the data collection tool containing reasoning questions prepared by the researchers and these data were analyzed using the finalized rubric. In reliability analysis; The "percentage of agreement" among researchers was used to determine the criteria included in the rubric and to be followed with the data collection tool, "Cohen's kappa coefficient" and "Krippendorff's alpha coefficient" methods were used for the agreement between the raters after the analysis of the collected data. The findings show that the Reasoning Competence Rubric (RCR), which consists of 12 criteria, is valid and reliable at a sufficient level.

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A Meta-Synthesis Study on Investigations of Dissertations in Education Regarding Reasoning Skills in Turkey

Cited by 2 publications

References 0 publications

Reasoning Skills in Mathematics Teaching: A Meta-Synthesis on Studies Conducted in Turkey

Reasoning Skills in Mathematics Teaching: A Meta-Synthesis on Studies Conducted in Turkey

Assessment of Mathematical Reasoning Competence in Accordance with PISA 2021 Mathematics Framework

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