Altıncı Sınıf Tam Sayılar Konusunda Uygulanan Gerçekçi Matematik Eğitiminin Öğrencilerin Matematik Motivasyonlarına Etkisi

Berkant, Hasan Güner; Yaren, Rümeysa

doi:10.33437/ksusbd.555770

Cited by 6 publications

(4 citation statements)

References 16 publications

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“…After detecting the difficulties and misconceptions of students when they have operations with integers, it is seen that teachers and researchers have tried various teaching methods or materials as a solution to this situation (Fuadiah, Suryadi, & Turmudi, 2017). Performing activities on problem posing by associating information about integers with daily life can be applied as one of the teaching methods that will contribute to students' understanding of integers more easily (Berkant & Yaren, 2020). Since it is recommended to use examples such as profit-loss, debit-credit, elevator, thermometer from daily life during the teaching of integers in the curriculum of the mathematics course, which was reorganized in 2018, it is believed that doing problem-posing activities by making use of these examples related to integers will be more successful in learning integers.…”

Section: Why Are Integers Important?mentioning

confidence: 99%

The Analysis of Problem Posing Skills about Integers of Prospective Primary School Mathematics Teachers Who Have Experienced in Problem Posing

Arıkan

KAPICIOĞLU

2022

IJPES

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This study aims to analyze the problem-posing skills of primary school mathematics teacher candidates with problem-posing experience and their views on problem posing. The case study, one of the qualitative studies, was used in the study. The study group is ten prospective elementary mathematics teachers who were selected using the purposive sampling method and are in their third year in the academic years 2020-2021 Teaching Mathematics in Primary Schools Major at a private university in Istanbul.The data collection process consists of two stages: 9 problem-posing drafts in total for performance evaluation prepared by examining the literature and obtaining an expert opinion and semi-structured interview forms with three questions. The participants were asked to pose problems on the subject of integers. The problems were evaluated and analyzed by the researchers and two mathematics teachers according to the problem-posing evaluation criteria developed by the researchers. As a result of the findings obtained in the performance determination phase of the study, it was determined that the participants posed more successful problems in the case of structured problem posing. It was determined that some of the problems were not problematic; they were prepared without paying attention to grammar rules, the sentences were not in a clear and logical framework that the middle school students could understand. The numbers were not used according to a certain logic pattern to make the problem solvable. Some problem situations were left unanswered. In the second stage of the study, the data obtained through semi-structured interviews with the primary school mathematics prospective teachers were analyzed using content analysis. In examining the research findings, the main issues are what the participants pay attention to in problem setting, whether they emphasize problem setting in the instructional process, whether problem setting is necessary for each student, and whether anxiety occurs in problem setting.

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Section: Why Are Integers Important?mentioning

confidence: 99%

The Analysis of Problem Posing Skills about Integers of Prospective Primary School Mathematics Teachers Who Have Experienced in Problem Posing

Arıkan

KAPICIOĞLU

2022

IJPES

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“…Studies conducted in our country (Bintaş, Altun & Arslan, 2003;Çakır, 2013;Çilingir, 2015;Demirdöğen, 2007;Demirdöğen & Kaçar, 2010;Ersoy, 2013;Özdemir & Üzel, 2011;Üzel, 2007;Yazgan, 2007;Korkmaz & Tutak, 2017;Erdoğan, 2018) reveal that there are studies investigating the effect of the RME approach on student achievement. In addition, there are also studies examining the effect of the RME approach on student motivation, attitudes, and thoughts (Berkant & Yaren, 2018;Kurt & Doğan, 2019). When the studies are examined; It has been observed that there are limited studies on the RME approach on geometry (Korkmaz & Tutak, 2017;Çelik, 2016;Deniz & Uygur-Kabael, 2017;Kurt & Doğan, 2019).…”

Section: Horizontal Mathematizationmentioning

confidence: 99%

The Effect Of Realistic Mathematics Education on Middle School Students’ Mathematics Achievement

Tarım¹,

KÜTKÜT²

2021

Cukurova University Faculty of Education Journal

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In this study, it was aimed to investigate the effect of Realistic Mathematics Education (RME) approach on students' mathematics achievement in middle school mathematics lessons. For this purpose, a 6-week program was created in which the RME approach was employed. In order to determine the effectiveness of this program, an experimental group using the RME approach and a control group using traditional teaching method were randomly determined. In order to reveal the effect of the program prepared with RME on mathematics achievement, a "mathematics achievement test" was used at the beginning and end of the experiment. The findings showed that the RME approach has a positive effect (effect size 0.6721) on academic achievement compared to the traditional teaching method. Based on the results obtained, it is recommended to be used in mathematics lessons since the RME approach increases academic achievement.

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“…Within the scope of all these sub-learning areas, it was observed that several studies were conducted on various topics such as natural numbers and operations with natural numbers (Albayrak et al, 2019;Ercive & Narlı, 2019;Paydar & Doğan, 2021;Tuluk & Akyüz, 2019), fractions and operations with fractions (Altıparmak & Palabıyık, 2019;Topçu & Gürefe 2020;Özer et al, 2020), decimal notations Karataş et al, 2021), rates (Erdem et al, 2018;Yapıcı & Altay, 2017), multipliers and multiples (Karakuş & Yeşilpınar, 2018), sets (Biber & Tuna, 2016;Yücesan, 2011), integers and operations with integers (Berkant & Yaren, 2020;Bozkurt & Polat, 2011;Erdem et al, 2015;Kiraz & Cemalettin, 2020;Şengül & Zengin, 2015), rational numbers and operations with rational numbers (Altun & Çelik, 2018;Gürbüz & Birgin, 2008;Macit & Nacar, 2019;Yenilmez & Yıldız, 2018), ratio and proportion (Deveci, 2021;Güler & Didiş Kabar, 2017;Şengül & Erdoğan, 2017), exponential expressions (Eymen & Duatepe Paksu, 2015;Eymen İkizoğlu & Duatepe Paksu, 2016;Güzel & Yılmaz, 2020) and rooted expressions (Aksu et al, 2013;Aydoğdu, 2020;Toluk Uçar, 2015). In these studies, it was found that the students had deficiencies in reading and writing the numbers, grouping numbers and writing the groups according to their digits after grouping the numbers or they over and under-used the 0 concepts (Albayrak et al, 2019), tended to do different types of errors such as not being able to establish the part-whole relationship in problem posing for operations with fractions, attribute natural number meaning to fraction dimensions, have an inability to ...…”

Section: Introductionmentioning

confidence: 99%

Türkiye’de Yayımlanan Sayılar ve İşlemler Öğrenme Alanı Temalı Makalelere İlişkin Betimsel İçerik Analizi

KANDAL¹,

Baş

2023

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Numbers have found a wide place in many studies and curricula from the past to the present. Within the scope of the research, which was designed with the descriptive content analysis method, a total of 5021 volumes of the 124 journals in our country were reviewed, 301 articles were determined and the data obtained were analysed with the content.The results are as follows: It was determined that the number of articles, which were first published in Turkey in 1986 on numbers and operations learning area, began to increase from 2013. The reviewed articles were designed mostly with the case study method and the secondary school level was mostly used as the sample in the articles. Besides, addition and subtraction with natural numbers were mainly studied at the primary school level, and at the secondary school level, respectively fractions, operations with natural numbers and fractions were studied in sub-learning areas.

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Altıncı Sınıf Tam Sayılar Konusunda Uygulanan Gerçekçi Matematik Eğitiminin Öğrencilerin Matematik Motivasyonlarına Etkisi

Abstract: öğrencilerin matematik motivasyonu sontest puanları üzerinde kontrol grubundaki öğrencilerin matematik motivasyonu sontest puanlarına kıyasla daha etkili olmuştur.

Cited by 6 publications

References 16 publications

The Analysis of Problem Posing Skills about Integers of Prospective Primary School Mathematics Teachers Who Have Experienced in Problem Posing

The Analysis of Problem Posing Skills about Integers of Prospective Primary School Mathematics Teachers Who Have Experienced in Problem Posing

The Effect Of Realistic Mathematics Education on Middle School Students’ Mathematics Achievement

Türkiye’de Yayımlanan Sayılar ve İşlemler Öğrenme Alanı Temalı Makalelere İlişkin Betimsel İçerik Analizi

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