Ortaokul Öğrencilerinin Kesir ve Geometrik Alan Ölçme Bilgisini Birbirine Bağlama Becerisinin Belirlenmesi

Abstract

In this study, the objective was to assess students' proficiency in utilizing their knowledge of geometric area measurement and fractions, and to examine how they apply this knowledge in determining fractions. The research, structured as a case study, encompassed nine students from the 6th, 7th, and 8th grades. Data gathered through individual interviews were analyzed using content analysis. The findings revealed that participants predominantly exhibited a preliminary internalization profile in terms of their understanding of fractions and area measurement. This profile encompasses stages such as pre-internalization, internalization, condensation, and reification. It was observed that students employed diverse strategies and methods within various segmented fraction area models, thereby unveiling distinct mental schemes. The responses provided by students to the tasks illustrated their comprehension of fractions and area measurement. Based on the research results, it is recommended that mathematics teachers and classroom instructors, tasked with imparting crucial concepts like fractions, devise tasks that integrate fundamental mathematical principles and establish connections across different domains.