Ortaokul 3.Sınıf Öğrencilerinin Okuma Yarışması Problemi Üzerinde Bilişsel Modelleme Yeterlikleri

Abstract

Abstract-The purpose of this study is to reveal cognitive modeling competencies of third-year-middle school students with the help of the Reading Contest Problem. A qualitative research was conducted on a state school located in a small county of a big city in the Black Sea Region. After a six week preliminary study, the focus group included three students was selected among the classroom using criteria sampling strategies and then asked to work on the model eliciting activity of the Reading Contest Problem and the entire process was recorded on video. A written transcript was made of the video recording, after which the recording and the students' worksheets were analyzed using the Maaß's cognitive modeling competencies. The results of the study revealed that students worked on only one of the five cognitive modeling competencies given in the problem, from understanding the real-world problem to validating the result. They showed different competencies on the others Key words: modeling competencies, middle school, reading contest problem SummaryCountries in the world have been working for their own citizens to develop modeling

Mathematical Modelling Processes of Elementary Mathematics Teacher Candidates: An Example of Waste of Water

“…Matematiksel modelleme ile ilgili alanyazın incelendiğinde, matematiksel modellemenin farklı perspektifler ve modelleme döngüleri ekseninde ele aldığı görülmektedir. Örneğin yapılan matematiksel modelleme çalışmalarında teknoloji destekli modelleme süreçlerinin etkilerine (Hıdıroğlu vd., 2018), modelleme yöntemine uygun etkinlikler oluşturmaya (Çiltaş, 2012;Deniz, 2014;Doerr & English, 2003;Karataş & Tuna, 2021;Özer & Bukova-Güzel, 2020;Yıldırım & Işık, 2014), modellemeye yönelik görüşlere (Akgün vd., 2013;Genç & Karataş, 2017;Kertil, 2008;Siller & Kuntze, 2011), modelleme deneyimlerine (Çoksöyler & Bozkurt, 2021;, modelleme becerilerine (Abay & Gökbulut, 2017;Deniz & Yıldırım, 2018;Deniz & Akgün, 2018;Gündüzalp, 2019;Kertil, 2008;Özgen & Şeker, 2021;Yıldırım, 2019), modelleme süreçlerine (Baran-Bulut & Erkan, 2020;Bukova-Güzel, 2011;Doerr & English, 2003;Duran vd., 2016;Hıdıroğlu & Özkan-Hıdıroğlu, 2017;Hıdıroğlu vd., 2014;Hıdıroğlu vd., 2017;Şahin & Eraslan, 2016), modelleme yeterliliklerine (Çakmak-Gürel & Işık, 2018;English, 2010;Şahin & Eraslan, 2017;Tekin-Dede & Yılmaz, 2013), modelleme seviyelerine, gelişimlerine ve bilgilerine (Greefrath vd., 2022;Genç & Karataş, 2017;Kit Ee Dawn, 2018;Siller & Kuntze, 2011;Spooner, 20...…”