Liselere Giriş Sınavı Matematik Problemlerine İlişkin Öğretmen ve Öğrenci Görüşleri

Kablan, Zeynel; Bozkuş, Figen

doi:10.17860/mersinefd.800738

Cited by 21 publications

(22 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students who are familiar with the sketch at an early age can visually internalize these questions more easily and feel more comfortable at the point of solution. Because it can be seen that students approach some questions in a biased way, where visual tools are intense or there are long question tables (Kablan & Bozkuş, 2021). This may trigger negative affective features defined as math anxiety and fear.…”

Section: Results Discussion and Recommendationsmentioning

confidence: 99%

Examination of Mathematics Concepts in the Third Grade Life Sciences Textbook According to Mathematics Acquirements from the 3rd Grade to the 8th Grade

ŞARA HÜRSOY,

YALÇIN

2024

ENAD

View full text Add to dashboard Cite

The aim of the research is to determine the mathematical concepts in the third-grade life science textbook and to examine the relationship between these concepts and the mathematics achievements of the students from the third grade to the eighth grade. Document analysis technique, one of the qualitative research methods, was used in the research. As a document, the Pacific Publishing 3rd grade Life science textbook provided to public schools by the Ministry of National Education in 2021 was examined. In data analysis, descriptive and content analysis techniques were used according to the nature of the sub-purposes. In the study, as a result of examining the life science lesson in terms of mathematical concepts, "locating and drawing", "data analysis", "time calculations" and "basic mathematics knowledge" were determined as the themes. Categories related to these themes and related mathematical concepts forming the categories were determined in terms of unit and topic distribution. Four categories were determined in the research. These are “Direction and sketch drawing”, “table and graphic interpretation”, “time units" and “mathematical literacy and four operations”. When the units are evaluated together, it has been determined that there are 19 concepts related to mathematics in the third-grade life science textbook. It has been observed that "data analysis" has been found to be the theme most strongly linked to mathematics achievement, and it persists as a spiral of maths success across all grade levels.

show abstract

Section: Results Discussion and Recommendationsmentioning

confidence: 99%

Examination of Mathematics Concepts in the Third Grade Life Sciences Textbook According to Mathematics Acquirements from the 3rd Grade to the 8th Grade

ŞARA HÜRSOY,

YALÇIN

2024

ENAD

View full text Add to dashboard Cite

show abstract

“…Hence the complexity of the question has increased. In addition, questions may have long passages and figures, which require full attention, connection, interpretation, integration and but most importantly they require complex mathematical reasoning (Kablan & Bozkus, 2021;Yuzuak & Arslan, 2021). It is significant to note that these questions are not ill-structured.…”

Section: Introductionmentioning

confidence: 99%

The development of mathematical argumentation: A case study on two mathematics classrooms

Gunes Uzun

2024

INT ELECT J MATH ED

View full text Add to dashboard Cite

Mathematical reasoning has been a critical concern in Turkey especially since the structure of the student selection examination for high schools changed six years ago. The ability to solve the questions in the new exam requires high level reasoning and argumentation skills. Schools, whether they are public or private, prepare 8th graders for this exam with intense educational programs. They frequently use skill-based questions–similar questions to the ones in the new exam, which require high level mathematical reasoning. This study indicates that students gain better mathematical reasoning skills in learning environments promoting collective discussion and argumentation. Hence, these questions need to be solved in these kinds of environments. In this study, two cases are analyzed to understand the argumentation process in classrooms in depth. Audiotapes of two 8<sup>th</sup> grade classrooms, one from a public school, another from a private school, are analyzed. The same teaching material–a worksheet including skill-based questions–is used in the classrooms. During analyzing, qualified argumentation pattern–a pattern including students’ claims and justifications/evaluations for those claims- is defined. Analysis of classroom audiotapes revealed that that there are significant differences between two classrooms’ argumentation structure and type of dialogues emerged in the classroom. In one classroom there is a more qualified argumentation process than in the other classroom. In addition, analysis of the type of the dialogues indicates that two classrooms have different types of dialogues. Overall, the study reveals that despite the differences, both classrooms mostly included teacher-individual interactions and they have little collective discussion.

show abstract

“…The questions are skill-based. Skill-based questions are problems involving reasoning and decision structures [7], [8]. The main reason for the changes made is to raise individuals who are not only those who receive information, but also who can restructure knowledge and are productive [9].…”

Section: Introductionmentioning

confidence: 99%

Review of Summer School Mathematics Framework Program

Kurd¹

2023

IJLREE

View full text Add to dashboard Cite

In the summer school mathematics framework program, which is prepared while the materials deemed necessary to be used in the teaching process in the programs prepared to date are left to the opinion of the teacher and more concrete materials are used, the digital materials proposed to be used by the teachers in this process are prepared in accordance with the achievements and are included in the program as ready for which goals they will be used. In this context, the aim of the study is to examine the materials in the summer school mathematics framework program prepared to be implemented in the summer school in 2022 and so to evaluate them in terms of their suitability for the goals. In this study, document review method, which is one of the qualitative research methods, was used. The research data were obtained by examining the digital materials in the summer school mathematics framework program prepared for middle schools. When the summer school mathematics framework program and the materials of the program in the learning process in this program are examined, it is revealed that the focus is on mathematics and the e-contents related to the field in the EBA application are included under the title of learning processes in this program and the program is supported by the use of digital materials.

show abstract

Liselere Giriş Sınavı Matematik Problemlerine İlişkin Öğretmen ve Öğrenci Görüşleri

Cited by 21 publications

References 23 publications

Examination of Mathematics Concepts in the Third Grade Life Sciences Textbook According to Mathematics Acquirements from the 3rd Grade to the 8th Grade

Examination of Mathematics Concepts in the Third Grade Life Sciences Textbook According to Mathematics Acquirements from the 3rd Grade to the 8th Grade

The development of mathematical argumentation: A case study on two mathematics classrooms

Review of Summer School Mathematics Framework Program

Contact Info

Product

Resources

About