Sürdürülebilir Kalkınma Amaçları
Yayınlar
- MakaleYalnız künye2020Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students’ non-routine Mathematics problem-solving skills in Turkey
Öztürk, Mesut; Akkan, Yaşar; Kaplan, Abdullah
Literature that investigates the factors affecting problem-solving evaluates the cognitive and affective components, such as reading comprehension, metacognition, Mathematics anxiety, Mathematics attitude and Mathematics self-efficacy. Recently, studies have shown that Mathematics attitude and Mathematics self-efficacy as affective factors, and reading comprehension as a cognitive factor could play a crucial role in the problem-solving of middle school students. This study investigated the influence of reading comprehension skill, Mathematics self-efficacy perception and Mathematics attitude on non-routine Mathematics problem-solving skills. It is hypothesized that non-routine problem-solving skills are related to reading comprehension skills, Mathematics self-efficacy perception and Mathematics attitudes. To achieve this aim, a reading comprehension skill test, a Mathematics self-efficacy perception scale, a Mathematics attitude scale and a non-routine problem-solving skill test were applied. The instruments were completed by 362 middle school students. A correlation analysis was used to determine the relationship of variables on non-routine problem-solving skills, and the predictive effects of the predictor variables on non-routine Mathematics problem-solving skills were examined by hierarchical regression analysis. The analysis also showed that for middle-school students’ non-routine Mathematics problem-solving skills, all related factors–reading comprehension, Mathematics self-efficacy perception and Mathematics attitude were significant. Reading comprehension skills and Mathematics self-efficacy perception significantly predicted problem-solving skills, and both predictors explained a total of 22% of the total variance.
- MakaleYalnız künye2019Cognitive Structures and Arguments of Elementary School Student Teachers’ during Process of Basic Mathematics Proofs
Öztürk, Mesut; Akkan, Yaşar; Kaplan, Abdullah
This case study aims to examine the elementary school student teachers’ process of making basic mathematical proofs in terms of their cognition and arguments which they use. In this study, 89 voluntary first graders in an elementary teacher department are divided into three groups according to their basic mathematics midterm scores: (1) high, (2) medium and (3) low achievement. Two students one of which male and the other one is female are randomly selected from each group (6 in total). Data is collected through activity card and thinking aloud protocol. On the activity card, two propositions are given to the students about the topic of sets and they are asked to prove these propositions by thinking aloud. For the analysis of the data, descriptive analysis method, which is based on the analysis of the collected qualitative data in accordance with certain previously formed categories, is used. In order to examine the cognitive processes of the primary school teaching students in the process of making proof, this study uses the cognitive stages of formal expression with the concrete development, symbolization and actions in the development of the mental world of mathematics, developed by Tall (2004) and explained in detail by Tall and Mejia-Ramos (2010). In order to examine the arguments with which students justify their evidences, Toulmin’s (1958) stages of argument production in evidence making are applied. The results of this study indicate that the students use the cognitive structures of embodiment, symbolization and formal expression together with assertion, presentation, verification, and refutation of limitations.
- MakaleAçık Erişim2018The Metacognitive Skills Performed by 6th-8th Grade Gifted Students during the Problem-Solving Process: Gümüşhane Sample
Öztürk, Mesut; Akkan, Yaşar; Kaplan, Abdullah
The fact that the gifted students perform their problem-solving activities by using their metacognitive skills will reinforce their ability to correlate among the mathematical concepts as well as developing their understanding and learning mathematics in depth. For this reason, the purpose of this study is to determine and compare the metacognitive skills performed by 6th-8th grade gifted students at the time of their problem-solving process. The case study, one of the qualitative research models, has been used in this study. The data in this study conducted with nine gifted secondary school students were collected by using a think- aloud protocol (interview forms) along with the observation forms. A thematic analysis was performed by making use of the studies in the literature. It was ascertained as the result of the study that the gifted students at different learning levels has exhibited metacognitive skills in all of the problem-solving steps and that the number of the metacognitive skills performed during the problem- solving processes generally increased as the learning levels of the students developed. Moreover, it was also determined that the students, in all of the problem-solving steps, generally felt confident, reviewed their targets and self-evaluated/self-checked at every step of this process.
- MakaleYalnız künye2016Hafif Düzeyde Zihinsel Yetersizliği Olan Öğrencilerin Sanal Manipulatifler Yardımıyla Toplama İşlemi Öğrenimi: Bir Çoklu Durum Çalışması
Öztürk, Mesut; Büyüksevindik, Baki; Akkan, Yaşar; Kaplan, Abdullah
Zihinsel yetersizliği olan öğrencilerin eğitimine teknolojinin entegrasyonunun önemli olduğu sıklıkla vurgulamaktadır. Yapılan araştırmalar sanal manipulatif kullanımının zihinsel yetersizliği olan öğrencilerin matematik öğrenmesinde olumlu etkiler oluşturduğunu göstermektedir. Bu çalışma zihinsel yetersizliği bulunan öğrencilerin sanal manipulatifler yardımıyla toplama işlemi öğrenme sürecini incelemek amacıyla yapılmıştır. Nitel araştırma desenlerinden çoklu durum çalışması yöntemi kullanılarak yürütülen çalışmaya 14 ve 17 yaşlarındaki hafif düzeyde zihinsel engelli iki öğrenci katılmıştır. Beş ders saati süresince yürütülen çalışmada görüşme, gözlem ve dokümanlar yoluyla veri toplanmıştır. Verilerin analizinde içerik analizi yapılmıştır. Yapılan analizler sonucunda toplama işleminin öğrenimi, sanal manipulatifler ve bilgisayar kullanımına yönelik görüşler ve bireysel farklılıklar olmak üzere üç kategori oluşmuştur
- MakaleYalnız künye2016Addition Procedure With Drama Method: Reflections From Primary School First Class Students
Öztürk, Mesut; Akkan, Yaşar; Oktay, Emre; Kaplan, Abdullah
In this study, drama method has been used in teaching some concepts about the addition operations in mathematics lessons in primary school first grades; and the data obtained during this teaching process has been presented in detail. The case study method, which is one of the qualitative research designs, has been used in the study. 27 primary school students studying in the city of Şanlıurfa participated in the study. The students were selected according to the criterion sampling method. The data of the study have been collected via semi-structured interviews and observation methods. In the analysis of the study, the descriptive and content analysis methods have been made use of. As a conclusion, it was observed that the students were eager to participate in all the drama activities; however, the students who were only in viewer position had some problems such as getting bored and some discipline problems. Especially at the beginning of the drama activities, the students were enthusiastic, had a desire to play with the materials. In addition, some undisciplined behaviors based on the excitement were observed as well. However, the materials used in the activities draw the attention of the students, motivated them, made them express their feelings more comfortably, and made them eager to participate in the study. As the number of the drama activities grow bigger, most of the students made use not only of the rhythmic counting strategy during addition operations in mathematics, but also performed them by using different strategies that are in agreement with the bringing together property of the addition operations in mathematics lessons.
- MakaleAçık Erişim2016Additional operation learning process to the mild intellectual disabilities students by means of virtual manipulatives: A multiple case study
Öztürk, Mesut; Akkan, Yaşar; Büyüksevindik, Baki; Kaplan, Abdullah
It is frequently emphasized that technology integration to the education of the students have intellectual disabilities has great importance. The researches performed show that using virtual manipulatives consist positive effects on learning mathematics on the students have intellectual disabilities. This study was done to investigate the addition operation learning process of the students have intellectual disabilities. Two students have mild intellectual disabilities and are 14 and 17 years old participated to this research conducted by means of multiple case study is one of the qualitative research designs. In this study was realized during five schedules data were collected through interviews, observations and documents. Content analysis were used for data analysis. At the end of the analysis, three categories of findings on "Learning of the addition operation", "Opinions on the use of computer and virtual manipulatives" and "Individual differences", were structured.
- MakaleYalnız künye2015Birleştirilmiş sınıflı bir okulda drama yöntemiyle kesir öğretiminden yansımalar: bayburt örneği
Öztürk, Mesut; Yılmaz, Gül Kalelı; Akkan, Yaşar; Kaplan, Abdullah
Bu çalışmada; birleştirilmiş sınıflı bir okulda kesir konusunun öğretiminde drama yöntemi kullanılmış ve bu öğretim sürecinde öğrencilerden elde edilen veriler ayrıntılı bir şekilde sunulmuştur. Çalışmada nitel araştırma desenlerinden durum çalışması yöntemi kullanılmıştır. Çalışma Bayburt ilinde birleştirilmiş sınıflı bir okulda öğrenim gören 29 öğrenci ve bir öğretmen ile yürütülmüştür. Çalışma sürecinde araştırmacılar tarafından hazırlanan iki drama bir araştırmacı tarafından öğrenme ortamında uygulanmıştır. Çalışmanın verileri drama sürecinde yapılandırılmamış görüşme ve gözlem; drama sonunda da yarıyapılandırılmış görüşmeler aracılığı ile toplanmıştır. Ayrıca öğrencilerden dokümanlar yoluyla veri toplanarak görüşme ve gözlem verileriyle ilişkilendirilmiştir. Toplanan veriler betimleme, sınıflandırma ve ilişkilendirme olmak üzere üç aşamada analiz edilmiştir. Çalışmanın sonucunda öğrencilerin dramalara katılmada istekli oldukları ve dramalara katıldıklarında mutlu oldukları belirlenmiştir. Drama yöntemiyle kesir kavramını öğrenen öğrencilerin günlük yaşamlarına yakın materyaller ile matematik öğrenmesi, onların derse ilgilerini çekmektedir ve matematiğin herkes için yaşamın tamamında gerekli olduğuna inanmalarını sağlamaktadır. Ayrıca çalışmaya katılan öğrencilerin bir bütünü parçalara ayırmayı, bir çokluğu parçalara ayırmaktan daha kolay yaptıkları tespit edilmiştir.