Ortaokul 5, 6, 7 ve 8. sınıf ders kitaplarının sayı hissi ve bileşenleri yönünden incelenmesi
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı; Millî Eğitim Bakanlığı tarafından tavsiye edilen ortaokul 5, 6, 7 ve 8. sınıf matematik ders kitaplarının içeriğinde yer alan örneklerde, etkinliklerde, öğrencilere konu aralarında verilen alıştırma ve ünite sonlarında verilen ünite sonu sorularda sayı hissinin kullanımı ve bu içeriklerin sayı hissi bileşenlerine göre incelenmesidir. Yapılan bu araştırmada verilerin toplanması nitel araştırma yöntemlerinden doküman incelemesi yöntemi kullanılarak yapılmıştır. Doküman incelemesi kapsamında Millî Eğitim Bakanlığı tarafından tavsiye edilen ortaokul 5, 6, 7 ve 8. sınıf matematik ders kitapları veri toplama aracı olarak seçilmiştir. Reys vd. (1999) ve Greeno (1991) tarafından oluşturulan sayı hissi bileşenlerinden yararlanılarak araştırma kapsamındaki verilerin sınıflandırılmasında; sayıların denk gösterimlerini kullanma ve anlama, sayıların anlam ve büyüklüğünü anlama, yapılan işlemlerin etkisini ve büyüklüğünü anlama, ölçüm referansları, zihinden hesap yapma ve niceliksel muhakeme yapma ve çıkarımda bulunma bileşenleri belirlenmiştir. Araştırma kapsamında elde edilen verilerin çözümlenmesinde betimsel analiz tekniği kullanılmıştır. Kitaplarda yer alan içerikler incelenmiş, frekans ve yüzde değerleri hesaplanarak analizi yapılmıştır. Araştırmada ilk aşamada sınıf düzeylerindeki ders kitapları üniteler bazında incelenmiş ve ünitelerde yer alan öğrenme ve alt öğrenme alanlarındaki örneklerin, öğrencilere çözmeleri için verilen alıştırma ve ünite sonu soruların, verilen etkinliklerin sayı hissi bileşenlerine dağılımı yapılmıştır. 5 ve 6. sınıf matematik ders kitaplarında sadece sayılar ve işlemler ile geometri ve ölçme öğrenme alanlarında sayı hissi ile ilişkili örneklerin olduğu tespit edilmiştir. Ayrıca 5 ve 6. sınıf matematik ders kitaplarında sırasıyla alıştırma sorularının % 41,4'ü ve % 33,7'si, ünite sonu sorularının da % 40,3'ü ve % 14,7'si sayı hissi ile ilişkilidir. 7. sınıf matematik ders kitabında sayılar ve işlemler, geometri ve ölçme ve cebir öğrenme alanlarında sayı hissi ile ilişkili örneklerin yer aldığı ve kitaptaki alıştırma sorularının % 15,2'si ve ünite sonu sorularının % 15,1'i sayı hissi ile ilişkili bulunmuştur. 8. sınıf matematik ders kitabında ise sadece sayılar ve işlemler öğrenme alanında sayı hissi ile ilişkili örneklerin yer aldığı ve alıştırma sorularının % 21,5'i ve ünite sonu sorularının % 7,5'i sayı hissi ile ilişkilidir. Sınıf düzeylerinde okutulan ders kitapları incelendiğinde; 5. sınıf seviyesinde yer alan örneklerin % 53,8'i, 6. sınıfta % 39,6'sı, 7. sınıfta % 24,8'i ve 8. sınıfta % 17,5'i sayı hissi ve bileşenleriyle ilişkili bulunmuştur. Bu doğrultuda sınıf düzeyi arttıkça sayı hissi bileşenleriyle ilişkili örneklerin azaldığı elde edilen bulgular arasındadır. Sınıf düzeylerinde yer alan etkinliklerin; sayılar ve işlemler, geometri ve ölçme ile cebir öğrenme alanlarında olduğu ve etkinliklerin çoğunun sayılar ve işlemler öğrenme alanında yer aldığı belirlenmiştir.
The purpose of this research is to examine the use of number sense in the examples in the content of the 5th, 6th, 7th, and 8th grade mathematics textbooks recommended by the Ministry of National Education. Content of these textbooks include the activities given, the exercises given to students between the subjects, and the end-unit questions given at the end of the units. This research also examines the contents in these textbooks in terms of components of number sense. In this study, data collection was done by using the document analysis method, which is one of the qualitative research methods. Within the scope of document analysis, secondary school 5th, 6th, 7th and 8th grade mathematics textbooks recommended by the Ministry of National Education were chosen as data collection tools. Number sense components were classified in the study of Reys et al. (1999) and Greeno (1991) as following: using and understanding the equivalent representations of numbers, understanding the meaning and magnitude of numbers, understanding the effect and size of the operations, measurement references, mental calculation and quantitative reasoning and making inferences. These number sense components were determined for classification of data within the scope of this research. Descriptive analysis technique was used in the analysis of the data obtained within the scope of the research. The contents in the textbooks were examined and analyzed by calculating frequency and percentage values. In the first stage of the research, textbooks at grade levels were examined based on units. Then, distribution of number sense components was made for the examples in the learning and sub-learning areas in the units, the exercise and end-unit questions given to the students to solve, and the given activities. It has been found that in the 5th and 6th grade mathematics textbooks, there are examples related to the number sense only in the areas of numbers and operations, geometry and measurement learning. Also, 41.4% of 5th grade mathematics textbook's exercise questions, and 33,7% of 6th grade mathematics textbooks's exercise questions are related to number sense. Besides this, 40,3% of 5th grade mathematics textbook's end-unit guestions, and 14,7% of of 6th grade mathematics textbook's end-unit guestions are related to number sense. It has been found that there are examples related to the number sense in the areas of numbers and operations, geometry and measurement, and learning algebra in the 7th grade mathematics textbook. Also, 15.2% of the exercise questions in the book and 15.1% of the end-unit questions were related to the number sense in the 7th grade mathematics textbook. In the 8th grade mathematics textbook, it has been found that there were only examples related to number sense in the field of learning numbers and operations; also 21.5% of the exercise questions and 7.5% of the end-unit questions were related to number sense. When the textbooks taught at grade levels are examined; 53.8% of the examples in the 5th grade, 39.6% in the 6th grade, 24.8% in the 7th grade and 17.5% in the 8th grade were found to be related to the number sense and its components. In this direction, it is among the findings that the examples related to the number sense components decreases as the grade level increases. It has been determined that the activities at the grade levels are in the areas of learning numbers and operations, geometry and measurement and algebra, and most of the activities are in the learning area of numbers and operations.
The purpose of this research is to examine the use of number sense in the examples in the content of the 5th, 6th, 7th, and 8th grade mathematics textbooks recommended by the Ministry of National Education. Content of these textbooks include the activities given, the exercises given to students between the subjects, and the end-unit questions given at the end of the units. This research also examines the contents in these textbooks in terms of components of number sense. In this study, data collection was done by using the document analysis method, which is one of the qualitative research methods. Within the scope of document analysis, secondary school 5th, 6th, 7th and 8th grade mathematics textbooks recommended by the Ministry of National Education were chosen as data collection tools. Number sense components were classified in the study of Reys et al. (1999) and Greeno (1991) as following: using and understanding the equivalent representations of numbers, understanding the meaning and magnitude of numbers, understanding the effect and size of the operations, measurement references, mental calculation and quantitative reasoning and making inferences. These number sense components were determined for classification of data within the scope of this research. Descriptive analysis technique was used in the analysis of the data obtained within the scope of the research. The contents in the textbooks were examined and analyzed by calculating frequency and percentage values. In the first stage of the research, textbooks at grade levels were examined based on units. Then, distribution of number sense components was made for the examples in the learning and sub-learning areas in the units, the exercise and end-unit questions given to the students to solve, and the given activities. It has been found that in the 5th and 6th grade mathematics textbooks, there are examples related to the number sense only in the areas of numbers and operations, geometry and measurement learning. Also, 41.4% of 5th grade mathematics textbook's exercise questions, and 33,7% of 6th grade mathematics textbooks's exercise questions are related to number sense. Besides this, 40,3% of 5th grade mathematics textbook's end-unit guestions, and 14,7% of of 6th grade mathematics textbook's end-unit guestions are related to number sense. It has been found that there are examples related to the number sense in the areas of numbers and operations, geometry and measurement, and learning algebra in the 7th grade mathematics textbook. Also, 15.2% of the exercise questions in the book and 15.1% of the end-unit questions were related to the number sense in the 7th grade mathematics textbook. In the 8th grade mathematics textbook, it has been found that there were only examples related to number sense in the field of learning numbers and operations; also 21.5% of the exercise questions and 7.5% of the end-unit questions were related to number sense. When the textbooks taught at grade levels are examined; 53.8% of the examples in the 5th grade, 39.6% in the 6th grade, 24.8% in the 7th grade and 17.5% in the 8th grade were found to be related to the number sense and its components. In this direction, it is among the findings that the examples related to the number sense components decreases as the grade level increases. It has been determined that the activities at the grade levels are in the areas of learning numbers and operations, geometry and measurement and algebra, and most of the activities are in the learning area of numbers and operations.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Sayı Hissi, Sayı Hissi Bileşenleri, Ortaokul Matematik Ders Kitapları, Doküman İncelemesi, Number Sense, Components of Number Sense, Textbooks of Secondary School Mathematics Course, Document Review
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Küçükbardakcı, Ö. E. (2022). Ortaokul 5, 6, 7 ve 8. sınıf ders kitaplarının sayı hissi ve bileşenleri yönünden incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı, Konya.
