Comparative Analysis of 8th Grade Mathematics Textbooks According to the Geometric Habits of Mind*

Halil Canavcı; Emine Gaye Çontay

Makale detayları

Comparative Analysis of 8th Grade Mathematics Textbooks According to the Geometric Habits of Mind*

Yazarlar:

Halil Canavcı | Emine Gaye Çontay

Yayıncı:

Ege University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 3, pp.314-331

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300999

pISSN:

1307-4474

Anahtar kelimeler:

Özet:

 In this study, it was aimed to compare two different 8th grade mathematics textbooks, which were approved by the Ministry of National Education and used within the scope of 2013 and 2018 mathematics curricula, according to the use of Geometric Habits of Mind GHM in the examples in the geometry and measurement learning domains. A textbook used in the 2016-2017 academic year within the scope of the 2013 curriculum and another textbook used in the 2022-2023 academic year within the scope of the 2018 curriculum were selected and examined by document analysis method. A total of 185 examples were classified according to GHM subcomponents associating, generalizing geometric ideas, investigating invariants, balancing exploration and reflection. As a result of the study, it was found out that the most frequently used habit was the habit of associating, and the least frequently used habit was the habit of generalizing geometric ideas in the examples in the two different textbooks. In the examples of triangles, congruence and similarity, geometric objects sub-learning domains, a similar distribution was found in terms of GHM usage, while the distribution in the transformation geometry sub-learning domain was found to be different. The ratio of examples with more than one GHM and without GHM was also found to be different.

 In this study, it was aimed to compare two different 8th grade mathematics textbooks, which were approved by the Ministry of National Education and used within the scope of 2013 and 2018 mathematics curricula, according to the use of Geometric Habits of Mind GHM in the examples in the geometry and measurement learning domains. A textbook used in the 2016-2017 academic year within the scope of the 2013 curriculum and another textbook used in the 2022-2023 academic year within the scope of the 2018 curriculum were selected and examined by document analysis method. A total of 185 examples were classified according to GHM subcomponents associating, generalizing geometric ideas, investigating invariants, balancing exploration and reflection. As a result of the study, it was found out that the most frequently used habit was the habit of associating, and the least frequently used habit was the habit of generalizing geometric ideas in the examples in the two different textbooks. In the examples of triangles, congruence and similarity, geometric objects sub-learning domains, a similar distribution was found in terms of GHM usage, while the distribution in the transformation geometry sub-learning domain was found to be different. The ratio of examples with more than one GHM and without GHM was also found to be different.

 In this study, it was aimed to compare two different 8th grade mathematics textbooks, which were approved by the Ministry of National Education and used within the scope of 2013 and 2018 mathematics curricula, according to the use of Geometric Habits of Mind GHM in the examples in the geometry and measurement learning domains. A textbook used in the 2016-2017 academic year within the scope of the 2013 curriculum and another textbook used in the 2022-2023 academic year within the scope of the 2018 curriculum were selected and examined by document analysis method. A total of 185 examples were classified according to GHM subcomponents associating, generalizing geometric ideas, investigating invariants, balancing exploration and reflection. As a result of the study, it was found out that the most frequently used habit was the habit of associating, and the least frequently used habit was the habit of generalizing geometric ideas in the examples in the two different textbooks. In the examples of triangles, congruence and similarity, geometric objects sub-learning domains, a similar distribution was found in terms of GHM usage, while the distribution in the transformation geometry sub-learning domain was found to be different. The ratio of examples with more than one GHM and without GHM was also found to be different.

 Bu araştırmada 2013 ve 2018 matematik öğretim programları kapsamında kullanılan Millî Eğitim Bakanlığı onaylı iki farklı 8. sınıf matematik ders kitabının geometri ve ölçme öğrenme alanlarında yer alan örneklerde Zihnin Geometrik Alışkanlıkları ZGA kullanımı bakımından karşılaştırılması amaçlanmıştır. 2013 öğretim programı kapsamında 2016-2017 eğitim öğretim yılında kullanılan, 2018 öğretim programı kapsamında ise 2022-2023 eğitim öğretim yılında kullanılan bir 8. sınıf matematik ders kitabı seçilerek incelenmiştir. Doküman incelemesi yöntemiyle gerçekleştirilen çalışmada ders kitaplarının geometri ve ölçme öğrenme alanında yer alan toplam 185 örnek zihnin geometrik alışkanlıkları alt bileşenlerine ilişkilendirme, geometrik fikirleri genelleme, değişmezleri araştırma, keşfetme ve yansıtma dengesi kurma göre sınıflandırılmıştır. Araştırma sonucunda iki farklı öğretim programı kapsamında kullanılan ders kitabındaki örneklerde en çok ilişkilendirme, en az geometrik fikirleri genelleme alışkanlığının kullanıldığı görülmüştür. Ders kitaplarının üçgenler, eşlik ve benzerlik, geometrik cisimler alt öğrenme alanlarındaki örneklerde ZGA kullanımı benzer dağılım gösterirken dönüşüm geometrisi alt öğrenme alanındaki dağılımın farklılık gösterdiği tespit edilmiştir. Birden fazla ZGA gözlenen ve ZGA gözlenmeyen örneklerin oranı da farklı bulunmuştur.

Makale detayları

Comparative Analysis of 8th Grade Mathematics Textbooks According to the Geometric Habits of Mind*

Yazarlar:

Halil Canavcı | Emine Gaye Çontay

Yayıncı:

Ege University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 3, pp.314-331

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300999

pISSN:

1307-4474

Geometric habits of mind

Mathematics textbook

Examples

Mathematics EducationZihnin geometrik alışkanlıkları

Matematik ders kitabı

Örnekler

Matematik eğitimi

Sayı

Makale detayları

Yazarlar: Halil Canavcı | Emine Gaye Çontay

Yayıncı: Ege University

Ana Başlıklar: Matematik Eğitimi

Dergi: Ege Eğitim Dergisi Vol.24 Issue 3, pp.314-331

Belge Tipi: Makale

Yayın Tarihi: 10/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001300999

pISSN: 1307-4474

Sayı

Yazarlar:

Halil Canavcı | Emine Gaye Çontay

Yayıncı:

Ege University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Ege Eğitim Dergisi Vol.24 Issue 3, pp.314-331

Belge Tipi:

Makale

Yayın Tarihi:

10/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001300999

pISSN:

1307-4474