İlkokul Öğrencileri Için Matematik Dersi Sayılar Öğrenme Alanında Başarı Testi Geliştirilmesi
Bu calismanin amaci, ilkokul ogrencilerinin matematik dersi sayilarogrenme alanindaki basari duze... more Bu calismanin amaci, ilkokul ogrencilerinin matematik dersi sayilarogrenme alanindaki basari duzeylerini belirlemeye yonelik gecerli veguvenilirbasari testleri gelistirilmesidir. Bu amacla, oncelikle 1-4. sinifmatematik dersi ogretim programinda bulunan kazanimlar incelenerekolculecek kritik kazanimlar belirlenmis, daha sonra kritik kazanimlar icinsorular yazilarak hazirlanan deneme formlari on uygulama ve uzmangorusleri ile duzenlenmis ve her sinif duzeyindeki testin yaklasik 300 ogrenciile pilot uygulamasi yapilmistir. Arastirmaya, Istanbul ilinde farklisosyoekonomik duzeylerdeki 3 ilcede bulunan 6 ilkogretim okulundan toplam1351 ogrenci katilmistir. Testlerin pilot uygulamalarindan elde edilen verileruzerinden gecerlik, guvenirlik ve madde analizleri yapilmistir. Testlerinkapsam gecerliklerinin saglanmasinda hem kritik kazanimlarin belirlenmesi,hem de sorularin yazilmasi asamalarinda uzman goruslerine basvurulmus;ayrica belirtke tablolari hazirlanmistir. Yapi gecerligi analizinde...
Temel sayı işleme becerilerini geliştirmeye dönük öğretimin ortaokul kaynaştırma öğrencilerinin matematik başarılarına etkisi
Bu calismanin amaci; temel sayi isleme becerilerini gelistirmeye donuk ogretimin, hafif duzeyde z... more Bu calismanin amaci; temel sayi isleme becerilerini gelistirmeye donuk ogretimin, hafif duzeyde zihinsel yetersizligi olan ortaokul kaynastirma ogrencilerinin matematik basarilarina etkisi olup olmadigini ortaya koymaktir. Calismada, nitel arastirma yontemlerinden betimsel analiz yaklasimi ve nicel arastirma yontemlerinden tek denekli yari deneysel arastirma turunun AB deseni kullanilmistir. Calisma, 2014-2015 ogretim yilinda Eskisehir ilinde bir devlet okulunda 6. sinifta ogrenim goren hafif duzeyde zihinsel yetersizligi olan iki kaynastirma ogrencisi ve kaynastirmaya aday olabilecek bir ogrenci ile yurutulmustur. Veri toplama araclari olarak Raven Standart Progresif Matrisler Testi (RSPM), Matematik Basari Testleri (MBT), Hesaplama Performansi Testi (HPT) ve Temel Sayi Isleme Testi (TSIT) kullanilmistir. RSPM testi sonuclarina gore ogrencilerin okumakta olduklari sinif duzeyinin cok altinda oldugu gorulmustur. MBT, HPT testleri ile ogrencilerin matematik basarilari ve hesaplama becerilerinin ne duzeyde oldugu anlasilmistir. Ardindan, ogrencilerin temel sayi yeterliklerinde eksiklik olup olmadigi ya da hangi sayi isleme becerilerinde yetersiz olduklarini ortaya cikarmak amaciyla TSIT uygulanmistir. Ogrencilerin TSIT’in her bir alt testinden aldiklari puanlar orneklem ortalamasi ile karsilastirilmis ve eksik olduklari alanlar belirlenmistir. Belirlenen bu eksikliklere yonelik ogretim planlanmis ve uygulanmistir. Ogretim uygulamasinin ardindan, TSIT, MBT ve HPT tekrar uygulanmis ve yapilan ogretimin etkisi incelenmistir. Elde edilen bulgular grafik uzerinde gosterilmistir. Bulgulara gore, kaynastirma ogrencilerinin temel sayi isleme becerilerinin uygun bir ogretimle gelistirilebildigi ve bu becerilerdeki gelismenin ogrencilerin hesaplama performansini ve matematik basarisini arttirdigi sonucuna ulasilmistir. AbstractThe purpose of this study was to investigate whether a training to improve basic number processing abilities has any effect on mathematics achievement of mainstreamed middle school students with mild mental disabilities. In the study, quantitative and qualitative research methods were used and AB design of single-subject quasi-experimental research design was employed. The study was carried out in the academic year 2014-2015 at a public school in Eskisehir province. Participants were three sixth graders; two of them were mild mental disability mainstreaming students and one of them was a candidate for inclusion. Data collection tools were Raven Standard Progressive Matrices Test (RSPM) and Basic Number Processing Tests (BNPT), Mathematics Achievement Tests (MAT) and Computational Performance Test (CPT). According to the results of RSPM tests, it was observed that the students’ levels were much lower than the level of their classmates. According to the results of MAT and CPT tests, mathematical achievement and computational skill levels of students were determined. Then, BNPT was applied in order to discover whether there is a lack of basic number competencies or if they are insufficient in number processing abilities. Students received their scores in each sub test and the scores were compared with the average. So, students’ needs were identified. Then, a training program was implemented related to this lack of abilities. After this training, BNPT, CPT and MAT were administered again and the effect of this training was analyzed. The findings were presented in graphics. According to the findings of the study, it could be said that mainstreaming students’ basic number processing abilities can be developed; thanks to an appropriate teaching. The development of these skills in students provided a positive contribution to their computing performance and math achievement.
International Electronic Journal of Elementary Education, 2022
The purpose of this paper is to propose an effective learning environment for the initial stages ... more The purpose of this paper is to propose an effective learning environment for the initial stages of mathematical learning. Basic numerical skills and the objects and actions that trigger those skills are conceptualized as a mathematicslearning environment. We discuss numerical learning mechanism and the basic skills and environments we use to learn numbers briefly within the human cognition system. The three subsystems of number, i.e., exact number system, approximate number system and access to symbol system, are explained with reference to basic number competencies. They are discussed within the framework of "number sense" by drawing evidences from the neuroscience and mathematics education literature. Finally, how to manipulate the components of these subsystems for an effective learning of number is exemplified in a proposed model of mathematical learning environment. Human cognition system: The theoretical structure that humans use to acquire any knowledge, skill or habit. Basic number processing skills: It includes the perception of quantity, magnitude, approximate number estimation, and the ability to establish a symbol quantity-magnitude relationships, which are also known as core skills that enable people to learn mathematics.
The aim of this study is to examine the learning-teaching process related to geometry learning, w... more The aim of this study is to examine the learning-teaching process related to geometry learning, which is one of the sub-learning fields of the mathematics developed and indicated in the curriculum of 1 st Grade Mathematics Course. In this research, case study methodologies have been used. The sample group includes a teacher and 12 students from a state primary school of Yenimahalle, a central town of Ankara. The administration of the research was fulfilled in 2005-2006 education semester. Data were obtained through video recordings and students written activities. In general, following results have been obtained in this research. The interaction in the class is mainly based on a teacher-students approach; that is to say, the teacher conducts the lessons in a one way communication form teacher to students.
GeoGebra yazılımı ortamında ilköğretim matematik öğretmen adaylarının geometrik ispat biçimlerinin incelenmesi
Bu calismanin amaci 2. sinif ilkogretim matematik ogretmeni adaylarinin GeoGebra dinamik matemati... more Bu calismanin amaci 2. sinif ilkogretim matematik ogretmeni adaylarinin GeoGebra dinamik matematik yazilimi yardimiyla geometriye yonelik ispat yapma becerilerinin incelenmesi ve kullanmis olduklari ispat bicimlerinin belirlenmesidir. Yapilan calisma nitel bir arastirma modeli olan durum calismasidir. Arastirmanin katilimcilarini 2010-2011 egitim ogretim yilinda Orta Anadolu’da bir universitenin egitim fakultesi ilkogretim matematik ogretmenliginde okuyan farkli duzeylerde bulunan 2. sinif 6 matematik ogretmen adayi olusturmaktadir. Katilimcilar arastirmaci tarafindan amacsal ornekleme yontemlerinden olcut ornekleme yontemi ile belirlenmistir. Uygulama surecinde ogretmen adaylarinin geometrik ispat bicimlerini belirlemek icin yari yapilandirilmis gorusme yapilmistir. Klinik mulakat surecinde ogretmen adaylari verilen ispat problemlerini GeoGebra yazilimini kullanarak cozmuslerdir. Ogretmen adaylarinin yapmis oldugu cozumler Wink programi ve ses kayit cihazi ile kaydedilmistir. Daha sonra ses kayitlari yazili dokuman haline getirilip Wink programi ile elde edilen ekranlarla karsilastirilmistir. Arastirmanin sonucunda ogretmen adaylari verilen bir ispat probleminde GeoGebra yazilimini amaclari dogrultusunda kullanabilmisler ve cozum surecinde dogru sonuca ulasmak icin yazilimda yer alan bircok aractan yararlanmislardir. Boylece ogretmen adaylarinin farkli cozum yollari arama, geometrik ozelikleri kesfetme, genelleme ve akil yurutme becerilerinin desteklendigi gorulmustur. Ayrica GeoGebra yazilimi bircok ozelligi ve araclari sayesinde ogretmen adaylarinin varsayim yapmalarina yardimci olmus ve onlari ispat yapmaya tesvik etmistir. Ogretmen adaylarinin yapmis oldugu 18 ispatin 9 tanesi deneysel gerekcelendirmeler, 9 tanesi de tumdengelimli gerekcelendirmeler ile yapilmistir. Sonuc olarak yapilan ispatlarin yarisinda deneysel gerekcelendirmelerden tumdengelimli gerekcelendirme bicimlerine gecisin gerceklestigi gorulmustur. Ogretmen adaylarinin ispat surecinde orneklerden yararlanmalari onlarin yeterli mantiksal cikarimlara sahip olmadiklari anlamina gelebilir. Ogretmen adaylarinin dogru varsayimi ortaya attiklari halde ispati sonuclandiramamalarinin sebebi, ispat icin yeterli gerekce sunamamalarindan kaynaklanmistir. Ayrica daha onceden ogrenilmis yanlis bilgiler de ogretmen adaylarinin ispati sonuclandiramamalarina neden olmustur.AbstractThe purposes of this study were to determin the proof skills of 2nd year preservice mathematics teachers by means of GeoGebra dynamic mathematics software and to determine the types of proof they used. The study was a case study which was one of the qualitative research models. The participants of the study were composed of 6 preservice mathematics teachers studying at a university in central Anatolia. The participants were determined by means of criterion sampling method which was one of the purposive sampling methods. During the implementation process, a semistructured clinical interview was applied to the preservice teachers in order to determine their geometric proof types. In the clinical interview period, the preservice teachers solved the proving problems using GeoGebra software. The solutions of the teachers were recorded using Wink software and a voice recorder. Then the voice recordings were transcribed and compared with the screens obtained by the Wink software. At the end of the study, the pre-service teachers were able to use GeoGebra software in accordance with their objectives and they benefited many tools in the software in order to reach the correct solution in solving process. Thus, it was found that preservice teachers’ skills of searching for different solutions, discovering geometrical features, generalization and reasoning were supported. Moreover, GeoGebra software helped preservice teachers to hypothesize with its many features and tools and encouraged them to prove. Nine of the 18 proofs that preservice teachers produced were experimental justification and 9 of them were deductive justification. As a result, it was observed that a transfer from experimental realizations to deductive justification styles in half of the proofs was accomplished. It was concluded that preservice teachers did not have enough reasonable deductions since they benefited from the samples during the proving process. The preservice teachers posed the correct hypothesis; however, they could not complete the proving as they could not present enough reasons for the proof. Moreover, the misinformation the preservice teachers learned previously caused them not to be able to complete the proofs.
Put the story back into story problems: Effect of causal narrative on mathematical word problem comprehension
EdMedia: World Conference on Educational Media and Technology, Jun 27, 2011
Glenn Smith University of South Florida USA glenns@usf.edu. ... The spatial relation in “Two zebr... more Glenn Smith University of South Florida USA glenns@usf.edu. ... The spatial relation in “Two zebras move away from a shrub and a lion trots towards them” is more likely to be recalled than in “Two zebras move away from a shrub and an antelope trots towards them” (Jahn, 2004, p ...
PISA 2003 Sonuçları Açısından Okullarda Bilgi ve İletişim Teknolojileri Kullanımı
Eurasian Journal of Educational Research, 2005
ABSTRACT The purpose of this article vvas to discuss the use of information and commu-nication te... more ABSTRACT The purpose of this article vvas to discuss the use of information and commu-nication technologies in schools and its possible associations with mathemat-ics and problem solving scores based on the data obtained from the Pro-gramme for International Student ...
İlköğretim Öğrencilerinin Toplama-Çıkarma Içeren Standart Sözel Problemlerde Işlem Seçme Başarıları
Eurasion Journal of Educational Research, 2004
... deki başarıları diğer problemlerdeki başarılarına göre oldukça düşük bulunmuştur. Bulguların ... more ... deki başarıları diğer problemlerdeki başarılarına göre oldukça düşük bulunmuştur. Bulguların ilköğretimde matematik eğitimi açısından sonuçları tartışılmıştır Anahtar sözcükler: sözel problemler, ilköğretim, matematik eği-timi
İlköğretim 6, 7 ve 8 Sınıf Öğrencilerinin Matematik Problemlerine ürettikleri Çözümleri Kanıtlama Süreçleri
Eğitim Araştırmaları, 2003
The purpose of this study is to investigate how the 6th, 7th and 8th graders justify their soluti... more The purpose of this study is to investigate how the 6th, 7th and 8th graders justify their solutions for mathematics prob-lems. With this purpose, tzvelve students, 4from each grade, were selected and cliental interviews voere conducted with each student. The analysis of ...
The purpose of this study was to examine the status of elementary school mathematics education in... more The purpose of this study was to examine the status of elementary school mathematics education in the curricula developed after the act of unification of education (Tevhid-i Tedrisat Kanunu). The study was carried out on "1924 İlk Mektepler Müfredat Programı" and "1924 Orta Mektepler Müfredat Programı" which are the first curricula of the Turkish Republic. The research related to education history of the republican era has generally been interested in Turkish, Turkish Literature, History, Geography, Citizenship, and Religious education with the thought that the Turkish Revolution has changed them most however the research neglected its impact on science and mathematics education. One of the most important reasons of this is the belief that science and mathematics have been seen as parts of positive sciences, and that they were not affected by time, space, political and social characteristics. When the curricula are examined, with the transition to the Republican era, a curricular approach that is based on practice, connections to the needs of daily life, that aims to develop such mental skills as interpretive, creative, and questioning skills in children, instead of the curricula of the Ottoman Empire that emphasize the memorization of definitions and theorems.
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