Yedinci Sınıf Öğrencilerin Matematiksel Modelleme Sürecinde Orantısal Akıl Yürütmelerini Etkileyen Faktörler

MELİKE TURAL SÖNMEZ

Öz


Bu çalışmada yedinci sınıf öğrencilerinin matematiksel modelleme etkinliklerinin uygulanma süresinde orantısal ilişkileri matematikselleştirme becerilerine etki eden faktörler araştırılmıştır. Araştırmanın teorik çerçevesi matematiksel modelleme ve matematikselleştirmenin iki boyutu olan yatay ve dikey matematikselleştirme  (Treffers, 1987) temel alınarak yapılandırılmıştır. Çalışmanın katılımcıları matematik seviyeleri iyi olan altı yedinci sınıf öğrencisinden oluşmaktadır. Araştırmacı tarafından oran ve orantı ile ilgili yedinci sınıf matematik dersi kazanımlarına uygun etkinlikler geliştirilmiş ve uygulanmıştır. Katılımcılar üçerli gruplar halinde çalışmışlardır. Çalışmanın verileri, grupların sorunun çözümü sırasındaki tartışmalarını ve sınıftaki sunumlarını içeren video- ses kayıtları, araştırmacı gözlem notları ve öğrenci çalışma dokümanlarından oluşmaktadır. Çalışmada orantısal olan ve olmayan durumların ayırt edilebilmesi, tam sayı bulma beklentisi, çarpımsal ilişkileri kavramsal olarak ilişkilendirme, işlem hatalarının ardından günlük hayat durumundan dönüt alınamaması, günlük hayattan matematiğe aktarımlar, matematiksel sonuçlardan günlük hayata aktarımlar gibi bazı faktörlerin modelleme sürecini şekillendirdiği belirlenmiştir. Araştırmanın sonuçları bu faktörleri yatay ve dikey matematikselleştirme süreçleri içinde değerlendirilerek ele alınmıştır.


Anahtar Kelimeler


Orantısal düşünme, matematikselleştirme süreci, matematiksel modelleme, matematik eğitimi

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Referanslar


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