Akkan, Yaşar; Baki, Adnan

Bu çalışmanın amacı, doğal sayı sistemindeki bazı özellikleri genellemeyoluyla görünür kılma bağlamında farklı öğrenim seviyesindeki ortaokulöğrencilerinin aritmetikten cebire geçişlerini incelemektir. Gelişimciaraştırmaların bir türü olan enlemesine çalışmanın kullanıldığı buçalışmada, farklı öğrenim seviyelerindeki 285 ortaokul (5-8.sınıf)öğrencisine açık-uçlu yazılı sınavlar uygulanmış, 24 öğrenciyle ise klinikmülakatlar yürütülmüştür. Veri toplamak amacıyla aritmetikten cebiregeçişin inceleneceği bu iki konuyu içeren 3 soru ile ek sorular hazırlanmışve elde edilen veriler hazırlanan karakterizasyon tablosuna göredeğerlendirilmiştir. Ayrıca elde edilen klinik mülakat verileriyle farklıöğrenim seviyelerindeki ortaokul öğrencilerin aritmetikten cebire geçişsürecindeki değişim ve gelişimleri incelenmiştir. Sonuç olarak öğrencilerinöğrenim seviyesi arttıkça doğal sayı sistemi ile ilgili özellikleri genellemebağlamında aritmetikten cebire geçişin olumlu yönde değiştiği ve geliştiğigörülmüş, ancak bu değişim ve gelişim çok az olmuştur. Özellikle 5 ile 6 ve6 ile 7.sınıf öğrencileri arasında çok belirgin bir farklılaşma olmamaklabirlikte, öğrenim seviyeleri arasındaki en belirgin değişim ve gelişim 7 ile8.sınıf öğrencileri arasında gerçekleşmiştir.

Çakıroğlu, Ünal; Akkan, Yaşar; Baki, Adnan

The different grade students' problem solving process takes an important place in the primary school mathematics curriculum mathematics is getting abstract in the second level of primary school. So it is important to examine the different problem solving strategies of students in through transition from arithmetic to algebra according to the new primary school mathematics curriculum in Turkey. So the aim of this study is to investigate the development and the change of problem solving processes on transition process from arithmetic to algebra about 5-8 grade students. The study is conducted by development research methodology at a primary school in Trabzon with the participation of 24 students. The data gathering tools are problems in arithmetic-verbal and algebraic-iconic forms which are developed by the literature support. The data gathered from students are analyzed through the characterization tables which includes arithmetic, pre-algebraic and algebraic characteristics. As a result, by the increase of the students' grades their solutions changed and improved from arithmetic to algebraic, but this change was very little. As well as the different grade students generally used arithmetic solutions for given two problems, only a few students used algebraic and pre-algebraic solutions.

Çakiroǧlu, Ünal; Baki, Adnan; Akkan, Yaşar

The study compared the effects of Learning Objects (LOs) within different applications; in classroom and inextracurricular activities. So in this study, firstly a Learning Object Repository (LOR) has been designed inparallel with 9th grade school mathematics curriculum. One of the two treatment groups was named as"classroom group" (n=24) used LOs with the guidance of the teacher during lessons in a computer lab, anothergroup named as "project group" (n=26) used LOs at home with the aim of preparing projects and assignments.Students in both groups used LOs during 11 weeks. A pre-test and post-test quasi-experimental design was used.Test results are compared in different learning domains (sets, numbers, relations and functions). In addition theinterviews with the teacher and the observations inside the class were taken into account for revealing thereasons about the change on academic achievements. The results of the study about students' academicachievements showed that; LOs use in classroom activities were more effective than LOs use in extracurricularactivities if sets, numbers, relations, functions and operations domains are considered together. Nevertheless thisstudy supported the idea of "LOs can be used in both in classroom activities and in extracurricular activities".