Investigation of Released Problems Regarding the Concept of Ratio-Proportion in Higher Education Institutions Exams in terms of Mathematical Reasoning

Ayça Akın; H. Seda Sezgin; Selçuk Alkan; Tuba Ada; Cem Güzeller

Makale detayları

Investigation of Released Problems Regarding the Concept of Ratio-Proportion in Higher Education Institutions Exams in terms of Mathematical Reasoning

Yazarlar:

Ayça Akın | H. Seda Sezgin | Selçuk Alkan | Tuba Ada | Cem Güzeller

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 2, pp.273-302

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296502

pISSN:

2146-4014

Anahtar kelimeler:

Özet:

 The aim of this research is to examine the problems related to the concept of ratio-proportion in Higher Education Institutions Exams HIE in the last 57 years from 1966 to 2022 based on Lithners 2008 mathematical reasoning framework. The design of this study is considered in the context of the analytical research model. Moreover, data were collected through document review in this study. The data of this study were analyzed by descriptive analysis approach based on Lithners 2008 mathematical reasoning framework. From 1966 to 2022, 164 mathematical problems regarding the concept of ratio-proportion were identified in the HIE. Research findings showed that 84 of the ratio-proportional problems in the HIE in the last 57 years can be solved by making imitative reasoning IR, while only 16 can be solved by making creative reasoning CR. In terms of imitative and creative reasoning components, most of problems 70 can be solved by making algorithmic reasoning ALGR, while very few of these problems 3 can be solved by making global creative reasoning GCR. The results indicate that 14 of these problems are solved by making memorized reasoning MR and 70 by making ALGR in the context of IR. Additionally, it has been revealed that 13 of these problems are solved by making local creative reasoning LCR and 3 of these problems are solved by making global creative reasoning GCR in the context of CR. The results of this research indicated that students need to make creative reasoning instead of imitative reasoning in the HIE that has taken place in recent years. Since this research examines in depth the problems regarding the concept of ratio-proportion in the HIE from 1966 to 2022 in terms of mathematical reasoning, it is thought that the research findings provide useful information to mathematics education researchers and mathematics teachers in our country.

 The aim of this research is to examine the problems related to the concept of ratio-proportion in Higher Education Institutions Exams HIE in the last 57 years from 1966 to 2022 based on Lithners 2008 mathematical reasoning framework. The design of this study is considered in the context of the analytical research model. Moreover, data were collected through document review in this study. The data of this study were analyzed by descriptive analysis approach based on Lithners 2008 mathematical reasoning framework. From 1966 to 2022, 164 mathematical problems regarding the concept of ratio-proportion were identified in the HIE. Research findings showed that 84 of the ratio-proportional problems in the HIE in the last 57 years can be solved by making imitative reasoning IR, while only 16 can be solved by making creative reasoning CR. In terms of imitative and creative reasoning components, most of problems 70 can be solved by making algorithmic reasoning ALGR, while very few of these problems 3 can be solved by making global creative reasoning GCR. The results indicate that 14 of these problems are solved by making memorized reasoning MR and 70 by making ALGR in the context of IR. Additionally, it has been revealed that 13 of these problems are solved by making local creative reasoning LCR and 3 of these problems are solved by making global creative reasoning GCR in the context of CR. The results of this research indicated that students need to make creative reasoning instead of imitative reasoning in the HIE that has taken place in recent years. Since this research examines in depth the problems regarding the concept of ratio-proportion in the HIE from 1966 to 2022 in terms of mathematical reasoning, it is thought that the research findings provide useful information to mathematics education researchers and mathematics teachers in our country.

 The aim of this research is to examine the problems related to the concept of ratio-proportion in Higher Education Institutions Exams HIE in the last 57 years from 1966 to 2022 based on Lithners 2008 mathematical reasoning framework. The design of this study is considered in the context of the analytical research model. Moreover, data were collected through document review in this study. The data of this study were analyzed by descriptive analysis approach based on Lithners 2008 mathematical reasoning framework. From 1966 to 2022, 164 mathematical problems regarding the concept of ratio-proportion were identified in the HIE. Research findings showed that 84 of the ratio-proportional problems in the HIE in the last 57 years can be solved by making imitative reasoning IR, while only 16 can be solved by making creative reasoning CR. In terms of imitative and creative reasoning components, most of problems 70 can be solved by making algorithmic reasoning ALGR, while very few of these problems 3 can be solved by making global creative reasoning GCR. The results indicate that 14 of these problems are solved by making memorized reasoning MR and 70 by making ALGR in the context of IR. Additionally, it has been revealed that 13 of these problems are solved by making local creative reasoning LCR and 3 of these problems are solved by making global creative reasoning GCR in the context of CR. The results of this research indicated that students need to make creative reasoning instead of imitative reasoning in the HIE that has taken place in recent years. Since this research examines in depth the problems regarding the concept of ratio-proportion in the HIE from 1966 to 2022 in terms of mathematical reasoning, it is thought that the research findings provide useful information to mathematics education researchers and mathematics teachers in our country.

 Bu araştırmanın amacı, 1966 yılından itibaren 2022 yılına kadar son 57 yılda Yükseköğretim Kurumları Sınavlarında oran-orantı kavramı ile ilgili çıkmış problemleri Lithnerin 2008 matematiksel muhakeme çerçevesine göre incelemektir. Bu çalışmanın tasarımı analitik araştırma modeli bağlamında ele alınmıştır. Ayrıca bu araştırmada veriler doküman incelemesi yoluyla toplanmıştır. Bu araştırmanın verileri Lithnerin 2008 matematiksel muhakeme çerçevesine dayanarak betimsel analiz yaklaşımıyla çözümlenmiştir. 1966-2022 yılları arasında Yükseköğretim Kurumları Sınavında YKS oran-orantı kavramına ilişkin 164 matematik problemi tespit edilmiştir. Araştırma bulguları, son 57 yılda YKSde oran-orantı kavramı ile ilgili çıkmış problemlerin 84ünün taklitçi muhakeme TM ile çözülebildiğini ve 16sının yaratıcı muhakeme YM yapılarak çözülebileceğini göstermiştir. Taklitçi ve yaratıcı muhakeme bileşenleri açısından, bu problemlerin büyük çoğunluğu 70 algoritmik muhakeme ALGM yaparak çözülebilirken, bu problemlerin sadece 3ü global yaratıcı muhakeme GYM yaparak çözülebilmektedir. Araştırma bulguları, ALGM bağlamındaki bu problemlerin 14ünün ezberlenmiş muhakeme EM yapılarak, 70inin ise ALGM yapılarak çözüldüğünü göstermiştir. Ayrıca YM bağlamındaki bu problemlerin 13ünün yerel yaratıcı muhakeme YYM yapılarak, 3ünün ise global yaratıcı muhakeme GYM yapılarak çözüldüğünü ortaya çıkarmıştır. Bu araştırmanın sonuçları, öğrencilerin son yıllarda gerçekleşen YKSde taklitçi muhakeme yerine yaratıcı muhakeme yapmaları gerektiğini ortaya koymuştur. Bu araştırma, 1966-2022 yılları arasında YKSde oran-orantı kavramına ilişkin problemlerin matematiksel muhakeme açısından derinlemesine incelediğinden, araştırma bulgularının ülkemizdeki matematik eğitimi araştırmacılarına ve matematik öğretmenlerine yararlı bilgiler sağladığı düşünülmektedir.

Makale detayları

Investigation of Released Problems Regarding the Concept of Ratio-Proportion in Higher Education Institutions Exams in terms of Mathematical Reasoning

Yazarlar:

Ayça Akın | H. Seda Sezgin | Selçuk Alkan | Tuba Ada | Cem Güzeller

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 2, pp.273-302

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296502

pISSN:

2146-4014

algorithmic reasoning

creative reasoning

HIE

mathematical reasoning

ratio-proportionalgoritmik düşünme

oran-orantı

matematiksel muhakeme

YKS

yaratıcı muhakeme

Sayı

Makale detayları

Yazarlar: Ayça Akın | H. Seda Sezgin | Selçuk Alkan | Tuba Ada | Cem Güzeller

Yayıncı: Anadolu University

Ana Başlıklar: Alan Eğitimleri

Dergi: Anadolu Journal of Educational Sciences International Vol.13 Issue 2, pp.273-302

Belge Tipi: Makale

Yayın Tarihi: 7/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001296502

pISSN: 2146-4014

Sayı

Yazarlar:

Ayça Akın | H. Seda Sezgin | Selçuk Alkan | Tuba Ada | Cem Güzeller

Yayıncı:

Anadolu University

Ana Başlıklar:

Alan Eğitimleri

Dergi:

Anadolu Journal of Educational Sciences International Vol.13 Issue 2, pp.273-302

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296502

pISSN:

2146-4014