Investigation of the Effect of Virtual Manipulatives Usage on the Process of Eliminating Misconceptions about Algebraic Expressions and Equations

Tuğba Temür; Eyüp Sevimli

Makale detayları

Investigation of the Effect of Virtual Manipulatives Usage on the Process of Eliminating Misconceptions about Algebraic Expressions and Equations

Yazarlar:

Tuğba Temür | Eyüp Sevimli

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.805-852

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324073

pISSN:

2148-2314

Anahtar kelimeler:

Özet:

 In this study, the effect of activity-based mathematics content enriched with virtual manipulatives on the process of eliminating misconceptions about algebraic expressions and equations was examined. The virtual manipulative, developed by the researchers and examined for its effects, was also evaluated in terms of suitability for student needs regarding algebraic expressions and equations and compatibility with program achievements. In this research, a pretest-posttest control group quasi-experimental design was used. The study group of the research consisted of a total of 60 students studying at the 7th grade level in a public school. In the experimental group, virtual manipulatives developed by the researchers were used, and in the control group, activities in the current secondary school mathematics textbook were used to explain algebraic expressions and equations. Testing was used to determine misconceptions, and interview techniques were used to describe the effectiveness of the teaching process. The study results showed that activity-based teaching practices applied in both the experimental and control groups were effective in eliminating initial misconceptions. In the teaching of the experimental group, the order of operations and the representation of algebraic expressions, it was determined that the teaching in the control group was more useful in terms of eliminating misconceptions about the relationships between letters and objects. The results regarding the post-test scores showed that there was a statistically significant difference in favor of the experimental group compared to the control group in terms of eliminating misconceptions. Suggestions for the effective use of virtual manipulatives more in mathematics teaching are discussed.

 In this study, the effect of activity-based mathematics content enriched with virtual manipulatives on the process of eliminating misconceptions about algebraic expressions and equations was examined. The virtual manipulative, developed by the researchers and examined for its effects, was also evaluated in terms of suitability for student needs regarding algebraic expressions and equations and compatibility with program achievements. In this research, a pretest-posttest control group quasi-experimental design was used. The study group of the research consisted of a total of 60 students studying at the 7th grade level in a public school. In the experimental group, virtual manipulatives developed by the researchers were used, and in the control group, activities in the current secondary school mathematics textbook were used to explain algebraic expressions and equations. Testing was used to determine misconceptions, and interview techniques were used to describe the effectiveness of the teaching process. The study results showed that activity-based teaching practices applied in both the experimental and control groups were effective in eliminating initial misconceptions. In the teaching of the experimental group, the order of operations and the representation of algebraic expressions, it was determined that the teaching in the control group was more useful in terms of eliminating misconceptions about the relationships between letters and objects. The results regarding the post-test scores showed that there was a statistically significant difference in favor of the experimental group compared to the control group in terms of eliminating misconceptions. Suggestions for the effective use of virtual manipulatives more in mathematics teaching are discussed.

 In this study, the effect of activity-based mathematics content enriched with virtual manipulatives on the process of eliminating misconceptions about algebraic expressions and equations was examined. The virtual manipulative, developed by the researchers and examined for its effects, was also evaluated in terms of suitability for student needs regarding algebraic expressions and equations and compatibility with program achievements. In this research, a pretest-posttest control group quasi-experimental design was used. The study group of the research consisted of a total of 60 students studying at the 7th grade level in a public school. In the experimental group, virtual manipulatives developed by the researchers were used, and in the control group, activities in the current secondary school mathematics textbook were used to explain algebraic expressions and equations. Testing was used to determine misconceptions, and interview techniques were used to describe the effectiveness of the teaching process. The study results showed that activity-based teaching practices applied in both the experimental and control groups were effective in eliminating initial misconceptions. In the teaching of the experimental group, the order of operations and the representation of algebraic expressions, it was determined that the teaching in the control group was more useful in terms of eliminating misconceptions about the relationships between letters and objects. The results regarding the post-test scores showed that there was a statistically significant difference in favor of the experimental group compared to the control group in terms of eliminating misconceptions. Suggestions for the effective use of virtual manipulatives more in mathematics teaching are discussed.

 Bu çalışmada, sanal manipülatifler ile zenginleştirilmiş etkinlik temelli matematik içeriklerinin, cebirsel ifadeler ve denklemler konusundaki kavram yanılgılarını giderme sürecindeki etkisi incelenmiştir. Araştırmacılar tarafından geliştirilen ve etkisi incelenen sanal manipulatif, cebirsel ifadeler ve denklemler konusundaki öğrenci ihtiyaçlarına uygunluk ve program kazanımları ile uyumluluk açısından da değerlendirilmiştir. Araştırmanın tasarımında, ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu bir devlet okulundaki 7.sınıf düzeyinde öğrenim gören toplam 60 öğrenci oluşturmuştur. Deney grubunda, araştırmacılar tarafından geliştirilen sanal manipulatifler, kontrol grubunda ise mevcut ortaokul matematik ders kitabındaki etkinlikler, cebirsel ifadeler ve denklem konusunun anlatımında kullanılmıştır. Kavram yanılgısı belirlemek için test, öğretim sürecindeki etkililiği betimlemek için görüşme tekniklerinden yararlanılmıştır. Çalışma sonuçları, hem deney hem de kontrol grubunda yapılan etkinlik temelli öğretim uygulamalarının başlangıçta yer alan kavram yanılgılarını giderme sürecinde etkili olduğunu göstermiştir. Deney grubundaki öğretimin, işlem sırası ve cebirsel ifadelerin gösteriminde; kontrol grubundaki öğretimin ise harf ve nesne arasındaki ilişkilerde ortaya çıkan yanılgıları giderme açısından daha kullanışlı olduğu belirlenmiştir. Son test puanlarına ilişkin sonuçlar, kavram yanılgılarının giderilmesi açısından kontrol grubuna kıyasla deney grubu lehine istatistiksel olarak anlamlı bir farklılık olduğunu göstermiştir. Sanal manipülatiflerin matematik öğretiminde daha etkili kullanılabilmesine yönelik öneriler tartışılmıştır.

Makale detayları

Investigation of the Effect of Virtual Manipulatives Usage on the Process of Eliminating Misconceptions about Algebraic Expressions and Equations

Yazarlar:

Tuğba Temür | Eyüp Sevimli

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.805-852

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324073

pISSN:

2148-2314

Virtual Manipulative

Algebraic Expression

Equation

MisconceptionsSanal Manipülatif

Cebirsel İfade

Denklem

Kavram yanılgıları

Sayı

Makale detayları

Yazarlar: Tuğba Temür | Eyüp Sevimli

Yayıncı: Tokat Gaziosmanpasa University

Ana Başlıklar: Matematik Eğitimi

Dergi: Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.805-852

Belge Tipi: Makale

Yayın Tarihi: 7/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001324073

pISSN: 2148-2314

Sayı

Yazarlar:

Tuğba Temür | Eyüp Sevimli

Yayıncı:

Tokat Gaziosmanpasa University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Uluslararası Türk Eğitim Bilimleri Dergisi Vol.12 Issue 2, pp.805-852

Belge Tipi:

Makale

Yayın Tarihi:

7/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001324073

pISSN:

2148-2314