Lise matematik ders kitaplarındaki olasılık öğrenme alanına ait soruların PISA matematik yeterlik düzeylerine göre incelenmesi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
PISA sınavı farklı ülke öğrencilerinin matematik yeterliklerinin hangi düzeyde olduğunu göstermektedir. Okullarımızda temel öğretim materyali olarak kullanılan ders kitaplarındaki soruların PISA’da belirlenen matematik yeterliklerine göre nasıl dağılım gösterdiğini tespit etmek önemlidir. Bu araştırmada lise matematik ders kitaplarının olasılık öğrenme alanındaki soruların PISA matematik yeterlik düzeylerine göre incelenmesi hedeflenmiştir. Araştırmada bu hedefe yönelik olarak 10. ve 11. sınıf matematik ders kitaplarındaki olasılık öğrenme alanına ait sorular incelenmiştir. Çalışmada yöntem olarak nitel araştırma yöntemlerinden doküman analizi kullanılmıştır. 2023-2024 öğretim yılında okulların 10. ve 11. sınıflarında matematik ders kitabı olarak kullanılan kitaplardan ikisi üzerinden veriler toplanmıştır. Araştırmanın verileri olan 10. ve 11. sınıf matematik ders kitaplarındaki olasılık öğrenme alanındaki sorular, araştırmacının kendisi ve bir uzman matematik eğitimcisi tarafından ayrı ayrı analiz edilmiştir. Araştırmacı ve alan eğitimi uzmanının analizlerinin benzerliği Miles ve Huberman formülü kullanılarak tespit edilmiştir. Veriler analiz edilirken araştırmacı ve alan eğitimi uzmanının farklı düzeylerde buldukları sorular tartışılmış ve ortak sonuca varılmıştır. Araştırmanın birinci alt probleminin sonucuna göre 10. sınıf matematik ders kitabında bulunan olasılık öğrenme alanına ait soruların çoğunluğunun 2. ve 3. düzeyde olduğu tespit edilmiştir. Araştırmanın ikinci alt probleminin sonucuna göre 11. sınıf matematik ders kitabında bulunan olasılık öğrenme alanına ait soruların çoğunluğunun 3. ve 4. düzeyde olduğu bulunurken 6. düzeyde sorular bulunamamıştır. İncelenen iki matematik ders kitabında da olasılık konusunda en fazla 3. düzeyde soru bulunduğu görülmüştür. Araştırmanın sonucunda incelenen kitaplardaki soruların ağırlıklı olarak alt ve orta düzeyde yer aldığı tespit edilmiştir. Üst düzey olarak kabul edilen 5. ve 6. düzeyde yok denecek kadar az soru bulunmuştur. Ülkemiz matematik ders kitaplarındaki soruların matematik okuryazarlık düzeylerinin daha dengeli, çeşitli ve uygulamaya dönük olacak şekilde düzenlemeler yapılması yararlı olacaktır. Araştırmanın ders kitabı yazarlarına ve eğitimcilere faydalı olabileceğine inanılmaktadır.
The PISA exam shows the level of mathematics proficiency of students from different countries. It is important to determine how the questions in the textbooks used as basic teaching materials in our schools are distributed according to the mathematics competencies determined in PISA. In this research, it was aimed to examine the questions in the field of probability learning in high school mathematics textbooks according to PISA mathematics proficiency levels. Towards this goal, in the research, questions related to the probability learning area in the 10th and 11th grade mathematics textbooks were examined. Document analysis, one of the qualitative research methods, was used as the method in the study. Data was collected from two of the books used as mathematics textbooks in the 10th and 11th grades of schools in the 2023-2024 academic year. The questions in the field of probability learning in the 10th and 11th grade mathematics textbooks, which are the data of the research, were analyzed separately by the researcher himself and an expert mathematics educator. The similarity of the analyzes of the researcher and the field education expert was determined using the Miles and Huberman formula. While analyzing the data, the questions that the researcher and the field education expert found at different levels were discussed and a common conclusion was reached. According to the results of the first sub-problem of the research, it was determined that the majority of the questions related to the probability learning area in the 10th grade mathematics textbook were at the 2nd and 3rd levels. According to the results of the second sub-problem of the research, it was found that the majority of the questions related to the probability learning area in the 11th grade mathematics textbook were at the 3rd and 4th levels, while no questions were found at the 6th level. It was observed that in the two mathematics textbooks examined, the most questions on probability were at the 3rd level. As a result of the research, it was determined that the questions in the books examined were mainly at the lower and middle level. There were almost no questions at the 5th and 6th levels, which are considered to be upper levels. It would be useful to make arrangements to ensure that the mathematical literacy levels of the questions in our country's mathematics textbooks are more balanced, diverse and practical. It is believed that the research may be useful to textbook authors and educators.
The PISA exam shows the level of mathematics proficiency of students from different countries. It is important to determine how the questions in the textbooks used as basic teaching materials in our schools are distributed according to the mathematics competencies determined in PISA. In this research, it was aimed to examine the questions in the field of probability learning in high school mathematics textbooks according to PISA mathematics proficiency levels. Towards this goal, in the research, questions related to the probability learning area in the 10th and 11th grade mathematics textbooks were examined. Document analysis, one of the qualitative research methods, was used as the method in the study. Data was collected from two of the books used as mathematics textbooks in the 10th and 11th grades of schools in the 2023-2024 academic year. The questions in the field of probability learning in the 10th and 11th grade mathematics textbooks, which are the data of the research, were analyzed separately by the researcher himself and an expert mathematics educator. The similarity of the analyzes of the researcher and the field education expert was determined using the Miles and Huberman formula. While analyzing the data, the questions that the researcher and the field education expert found at different levels were discussed and a common conclusion was reached. According to the results of the first sub-problem of the research, it was determined that the majority of the questions related to the probability learning area in the 10th grade mathematics textbook were at the 2nd and 3rd levels. According to the results of the second sub-problem of the research, it was found that the majority of the questions related to the probability learning area in the 11th grade mathematics textbook were at the 3rd and 4th levels, while no questions were found at the 6th level. It was observed that in the two mathematics textbooks examined, the most questions on probability were at the 3rd level. As a result of the research, it was determined that the questions in the books examined were mainly at the lower and middle level. There were almost no questions at the 5th and 6th levels, which are considered to be upper levels. It would be useful to make arrangements to ensure that the mathematical literacy levels of the questions in our country's mathematics textbooks are more balanced, diverse and practical. It is believed that the research may be useful to textbook authors and educators.
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Matematik Ders Kitabı, Matematik Okuryazarlığı, Olasılık, PISA, Mathematics Textbook, Mathematics Literacy, Probability
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Orhan, Ş. N. (2024). Lise matematik ders kitaplarındaki olasılık öğrenme alanına ait soruların PISA matematik yeterlik düzeylerine göre incelenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü Matematik ve Fen Bilimleri Eğitimi Anabilim Dalı, Konya.
