İlköğretim 1. ve 2. kademesi ile ortaöğretim 10. sınıf öğrencilerinin matematiğin temel kavramlarındaki eksik ve yanlış öğrenmelerinin karşılaştırılması
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Date
2006-06-16
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Selçuk Üniversitesi Fen Bilimleri Enstitüsü
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info:eu-repo/semantics/openAccess
Abstract
Ülkemizde ilkö retim I. kademede görülen kesir ve ondalık kesir kavram yanılgılarının ilkö retim II. kademede de devam etti i ve kalıcı oldu u tespit edilmi tir. Fakat bu konudaki yanlı ların düzeltilmedi i literatür taramalarında görülmü tür. Bu ara tırmada, yetersizlikler kar ıla tırılarak, hangi kavramlardaki eksik ve yanılgıların bir üst gruba aktarıldı ı, hangi kavramlardaki eksik ve yanılgıların bir üst grup da fark edilerek giderildi i sorularına cevap arandı. Konya ilinin Çumra ilçesinde iki ilkö retim, iki ortaö retim okulu seçildi. Seçilen okulların 5., 8., 10. sınıfları evren olarak alındı. Seçilen ilkö retim okullarının be inci sınıflarından 182, sekizinci sınıflarından 180, ortaö retim onuncu sınıflarından 143 ö renciye Te his Testi uygulandı. Elde edilen veriler analiz edildi. Te his testinde elde edilen tüm sonuçlar de erlendirmeye alındı. Te his testi; matematikteki temel kavramların çok fazla ve te his testi uygulanacak ö rencilerin grup aralıklarının çok geni olması nedeni ile kesirler, ondalık kesirler ve ölçüler konuları göz önüne alınarak hazırlandı. Tüm ö rencilere aynı sorular yöneltilece i için soruların içerikleri, istenen kavramı açı a çıkarabilecek, 5. sınıf ö rencilerine zor, 10. sınıf ö rencilerine basit gelmeyecek ekilde hazırlandı. Ara tırma sonucunda elde edilen veriler incelendi inde; bazı kavramlardaki yanılgıların bir üst sınıfa düzeltilmeden aynen aktarıldı ı, bazı kavramlardaki eksik ve yanılgıların bir üst sınıfa geçerken düzeltildi i görüldü.
It is determined that misconeptions on fraetions and decimal fraetions in 1st grade of primary Educations are continions and permament in the Secandary Eduaetion. It is seen from the reseasch of literature that there misconceptions are not corrected in the Secondary Educations In this research, it is compred in the deficiancies and misconceptions in the 1st grede of primary Educations with the 10th class students of the Secandary Educations. The answer is tried to be found for the questions of on which concepts the mistakes and defaults are noticed and removed in the upper group, which mistakes and defaults are not noticed and go on as it is. 5th, 8th and 10th classes are taken as environment. 2 elementary and 2 secondary schools in the Çumra district of Konya province have been chosen. Diagnosis test has been applied for 182 students of the 5th class, 180 students of the 8thclass of elementary and 143 students of the 10th class of secondary school of the chosen schools. Conclusions have been analysed. All the conclusions of the diagnosis test have been taken into consideration. Diagnosis test is programmed by considering the subject of fraction, decimal fraction and mea urements for the reason of the high number of concept in math?s, and the wideness of the gap between the student groups. Contents of the questions are prepared to make the key concept obvious, neither difficult for the 5th, nor easy for the 10th class students When the conclusions this research are studied carefully, is has been seen that; Although, some basic concepts are comprehended bether in the elementary education, some others are not grasped in it but in secondary education.
It is determined that misconeptions on fraetions and decimal fraetions in 1st grade of primary Educations are continions and permament in the Secandary Eduaetion. It is seen from the reseasch of literature that there misconceptions are not corrected in the Secondary Educations In this research, it is compred in the deficiancies and misconceptions in the 1st grede of primary Educations with the 10th class students of the Secandary Educations. The answer is tried to be found for the questions of on which concepts the mistakes and defaults are noticed and removed in the upper group, which mistakes and defaults are not noticed and go on as it is. 5th, 8th and 10th classes are taken as environment. 2 elementary and 2 secondary schools in the Çumra district of Konya province have been chosen. Diagnosis test has been applied for 182 students of the 5th class, 180 students of the 8thclass of elementary and 143 students of the 10th class of secondary school of the chosen schools. Conclusions have been analysed. All the conclusions of the diagnosis test have been taken into consideration. Diagnosis test is programmed by considering the subject of fraction, decimal fraction and mea urements for the reason of the high number of concept in math?s, and the wideness of the gap between the student groups. Contents of the questions are prepared to make the key concept obvious, neither difficult for the 5th, nor easy for the 10th class students When the conclusions this research are studied carefully, is has been seen that; Although, some basic concepts are comprehended bether in the elementary education, some others are not grasped in it but in secondary education.
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Matematik öğretimi, Hata ve yanılgılar, Teşhis edici öğrenme, Teaching mathemahics, Errors and miscomephims, Piagnostic teaching
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Uslu, C. Ş. (2006). İlköğretim 1. ve 2. kademesi ile ortaöğretim 10. sınıf öğrencilerinin matematiğin temel kavramlarındaki eksik ve yanlış öğrenmelerinin karşılaştırılması. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
