The Investigation of Cognitive Demand of Algebra Tasks in “MATEMATik” Digital Education Platform

Tuğba Yulet Yılmaz

Makale detayları

The Investigation of Cognitive Demand of Algebra Tasks in “MATEMATik” Digital Education Platform

Yazarlar:

Tuğba Yulet Yılmaz

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.12 Issue 1, pp.66-87

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319987

pISSN:

1309-8918

Anahtar kelimeler:

Özet:

 This study aims to examine the middle school algebra learning field tasks of the Mathematics Digital Education Platform MATEMATik, which was prepared to create digital learning resources for teachers and students within the scope of Mathematics Mobilization according to their cognitive demand levels. The research was qualitative and document analysis method was used to analyze the algebra tasks in the Topics module activities on the MATEMATik platform. In the analysis of the data, descriptive analysis method was preferred and Smith and Steins 1998 definitions and characteristics of cognitive demand level in mathematics education were used as the analysis framework. In the study, it was observed that more than half 57.4 of the algebra tasks in the MATEMATik platform were at the level of procedures without connections at the low cognitive demand level. In the second place, it was determined that there was an algebra task at the level of procedures with connections 24.4, which was at the high cognitive demand level, while the least algebra task was at the level of doing mathematics 6.5. It is recommended to increase the number of tasks on this platform that allow students to make discoveries, associations and reasoning.

 This study aims to examine the middle school algebra learning field tasks of the Mathematics Digital Education Platform MATEMATik, which was prepared to create digital learning resources for teachers and students within the scope of Mathematics Mobilization according to their cognitive demand levels. The research was qualitative and document analysis method was used to analyze the algebra tasks in the Topics module activities on the MATEMATik platform. In the analysis of the data, descriptive analysis method was preferred and Smith and Steins 1998 definitions and characteristics of cognitive demand level in mathematics education were used as the analysis framework. In the study, it was observed that more than half 57.4 of the algebra tasks in the MATEMATik platform were at the level of procedures without connections at the low cognitive demand level. In the second place, it was determined that there was an algebra task at the level of procedures with connections 24.4, which was at the high cognitive demand level, while the least algebra task was at the level of doing mathematics 6.5. It is recommended to increase the number of tasks on this platform that allow students to make discoveries, associations and reasoning.

 This study aims to examine the middle school algebra learning field tasks of the Mathematics Digital Education Platform MATEMATik, which was prepared to create digital learning resources for teachers and students within the scope of Mathematics Mobilization according to their cognitive demand levels. The research was qualitative and document analysis method was used to analyze the algebra tasks in the Topics module activities on the MATEMATik platform. In the analysis of the data, descriptive analysis method was preferred and Smith and Steins 1998 definitions and characteristics of cognitive demand level in mathematics education were used as the analysis framework. In the study, it was observed that more than half 57.4 of the algebra tasks in the MATEMATik platform were at the level of procedures without connections at the low cognitive demand level. In the second place, it was determined that there was an algebra task at the level of procedures with connections 24.4, which was at the high cognitive demand level, while the least algebra task was at the level of doing mathematics 6.5. It is recommended to increase the number of tasks on this platform that allow students to make discoveries, associations and reasoning.

 Bu çalışma Matematik Seferberliği kapsamında öğretmen ve öğrenciler için dijital öğrenme kaynağı oluşturmak amacıyla hazırlanan Matematik Dijital Eğitim Platformu MATEMATikin ortaokul cebir öğrenme alanı görevlerini bilişsel istem düzeylerine göre incelemeyi amaçlamaktadır. Araştırma nitel araştırma olup MATEMATik platformundaki cebir görevlerini analiz etmek için doküman inceleme yöntemi kullanılmıştır. Verilerin analizinde betimsel analiz tercih edilmiş ve analiz çerçevesi olarak Smith ve Steinin 1998 matematik eğitiminde bilişsel istem düzeyi tanımlarından ve özelliklerinden yararlanılmıştır. Bu platformda Konular modülü etkinliklerindeki 6, 7 ve 8. sınıf düzeyinde toplam 354 cebir görevinin bilişsel istem düzeyi incelenmiştir. Araştırmada, MATEMATik platformundaki cebir görevlerinin yarısından fazlasının 57,4 düşük bilişsel istem düzeyinde yer alan ilişkilendirmeye dayanmayan işlemler düzeyinde olduğu görülmüştür. İkinci sırada yüksek bilişsel istem düzeyinde yer alan ilişkilendirmeye dayanan işlemler düzeyinde 24,4 cebir görevi olduğu belirlenirken en az matematik yapma düzeyinde 6,5 cebir görevi olduğu görülmüştür. Bu platformdaki görevlerin basit alıştırmaların ötesine geçmesi ve bilişsel istem düzeyleri göz önünde bulundurularak geliştirilmesi önerilebilir. Bu anlamda öğrencilerin keşif, ilişkilendirme ve muhakeme yapmalarına olanak tanıyan görevlerin sayısının arttırılması böylece öğrencilerin bilişsel çaba harcamalarının önünün açılması sağlanabilir.

Makale detayları

The Investigation of Cognitive Demand of Algebra Tasks in “MATEMATik” Digital Education Platform

Yazarlar:

Tuğba Yulet Yılmaz

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.12 Issue 1, pp.66-87

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319987

pISSN:

1309-8918

Algebra Tasks

Cognitive Demand Levels

Digital Technology

MATEMATik PlatformBilişsel İstem Düzeyleri

Cebir Görevleri

Dijital Teknoloji

MATEMATik Platformu

Sayı

Makale detayları

Yazarlar: Tuğba Yulet Yılmaz

Yayıncı: Manisa Celal Bayar University

Ana Başlıklar: Eğitim Psikolojisi

Dergi: Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.12 Issue 1, pp.66-87

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001319987

pISSN: 1309-8918

Sayı

Yazarlar:

Tuğba Yulet Yılmaz

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Eğitim Psikolojisi

Dergi:

Manisa Celal Bayar Üniversitesi Eğitim Fakültesi Dergisi Vol.12 Issue 1, pp.66-87

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319987

pISSN:

1309-8918