An Investigation into the Use of Web 2.0 Tools in Middle School Mathematics Support and Training Courses

Serap Esen; Fazilet Karakuş

Makale detayları

An Investigation into the Use of Web 2.0 Tools in Middle School Mathematics Support and Training Courses

Yazarlar:

Serap Esen | Fazilet Karakuş

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Öğretim Teknolojileri | Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.549-577

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344214

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 The rapid advancement of technology necessitates a shift from traditional methods to differentiated teaching processes, particularly for the generation identified as digital natives. In this context, Web 2.0 tools are regarded as significant technologies that can enhance teaching effectiveness and increase student motivation. This study aims to examine the use of Web 2.0 tools in Mathematics Support and Training Courses for 7th-grade middle school students and investigate their effects on both students and teachers. A case study approach, one of the qualitative research methods, was adopted, employing a holistic single-case design. The study group consisted of eight 7th-grade students participating in the Support and Training Courses to address learning deficiencies, selected through criterion sampling. The research was conducted over six weeks using Web 2.0 tools. Data collection methods included interviews, teacher observations, and student and researcher diaries. Content analysis was performed on data obtained from semi-structured interview forms administered before, during, and after the intervention, while data from teacher observation forms, student diaries, and researcher diaries were used to support interview findings. The inter-rater reliability of two teachers regarding student performance on the topic of angles was found to be weak, whereas the inter-rater reliability of three teachers on the topic of polygons was moderate. The findings indicate that Web 2.0 tools enhance student engagement, foster positive attitudes toward mathematics, support students learning processes, and boost their motivation, thereby contributing to academic success.

 The rapid advancement of technology necessitates a shift from traditional methods to differentiated teaching processes, particularly for the generation identified as digital natives. In this context, Web 2.0 tools are regarded as significant technologies that can enhance teaching effectiveness and increase student motivation. This study aims to examine the use of Web 2.0 tools in Mathematics Support and Training Courses for 7th-grade middle school students and investigate their effects on both students and teachers. A case study approach, one of the qualitative research methods, was adopted, employing a holistic single-case design. The study group consisted of eight 7th-grade students participating in the Support and Training Courses to address learning deficiencies, selected through criterion sampling. The research was conducted over six weeks using Web 2.0 tools. Data collection methods included interviews, teacher observations, and student and researcher diaries. Content analysis was performed on data obtained from semi-structured interview forms administered before, during, and after the intervention, while data from teacher observation forms, student diaries, and researcher diaries were used to support interview findings. The inter-rater reliability of two teachers regarding student performance on the topic of angles was found to be weak, whereas the inter-rater reliability of three teachers on the topic of polygons was moderate. The findings indicate that Web 2.0 tools enhance student engagement, foster positive attitudes toward mathematics, support students learning processes, and boost their motivation, thereby contributing to academic success.

 The rapid advancement of technology necessitates a shift from traditional methods to differentiated teaching processes, particularly for the generation identified as digital natives. In this context, Web 2.0 tools are regarded as significant technologies that can enhance teaching effectiveness and increase student motivation. This study aims to examine the use of Web 2.0 tools in Mathematics Support and Training Courses for 7th-grade middle school students and investigate their effects on both students and teachers. A case study approach, one of the qualitative research methods, was adopted, employing a holistic single-case design. The study group consisted of eight 7th-grade students participating in the Support and Training Courses to address learning deficiencies, selected through criterion sampling. The research was conducted over six weeks using Web 2.0 tools. Data collection methods included interviews, teacher observations, and student and researcher diaries. Content analysis was performed on data obtained from semi-structured interview forms administered before, during, and after the intervention, while data from teacher observation forms, student diaries, and researcher diaries were used to support interview findings. The inter-rater reliability of two teachers regarding student performance on the topic of angles was found to be weak, whereas the inter-rater reliability of three teachers on the topic of polygons was moderate. The findings indicate that Web 2.0 tools enhance student engagement, foster positive attitudes toward mathematics, support students learning processes, and boost their motivation, thereby contributing to academic success.

 Teknolojinin baş döndürücü bir şekilde gelişmesi dijital yerliler olarak tanımlanan nesil ile etkili öğretim süreçlerinin geleneksel yöntemlerden farklılaşmasını gerektirmektedir. Bu bağlamda, Web 2.0 araçları, öğretimi daha etkili hale getirerek öğrencilerin motivasyonunu artırabilecek önemli teknolojiler olarak görülmektedir. Araştırma, Ortaokul 7. sınıf Matematik Destekleme ve Yetiştirme Kurslarında Web 2.0 araçlarının kullanımını ve bu araçların öğrenci ile öğretmenler üzerindeki etkilerini incelemeyi amaçlamaktadır. Araştırmada, nitel yöntemlerden durum çalışması yaklaşımı benimsenmiş ve bütüncül tek durum deseni kullanılmıştır. Çalışma grubu, öğrenme eksikliklerini gidermek amacıyla Destekleme ve Yetiştirme Kurslarına katılan sekiz 7. sınıf öğrencisinden oluşmaktadır. Katılımcılar ölçüt örnekleme yöntemiyle belirlenmiştir. Araştırma, altı hafta süresince Web 2.0 araçları kullanılarak yürütülmüştür. Araştırmada veri toplamak amacıyla görüşme, öğretmen gözlemleri, öğrenci ve araştırmacı günlükleri kullanılmıştır. Uygulama öncesi, sırası ve sonrasında öğrencilere yöneltilen yarı yapılandırılmış görüşme formlarından elde edilen veriler üzerinde içerik analizi yapılmış, öğretmen gözlem formları, öğrenci günlükleri ve araştırmacı günlüklerinden elde edilen veriler ise görüşme bulgularını desteklemek amacıyla kullanılmıştır. İki öğretmenin açılar konusuna ilişkin öğrenci performanslarına yönelik puanlarının uyumluluğu zayıf derecededir. Çokgenler konusuna ilişkin öğrenci performanslarına yönelik, üç öğretmenin puanlarının uyumluluğu orta düzeydedir. Araştırma, Web 2.0 araçlarının öğrenci katılımını artırarak matematik dersine yönelik olumlu tutum geliştirdiğini, öğrencilerin öğrenme süreçlerini desteklediğini, öğrencilerin motivasyonunu artırarak akademik başarıyı destekleyebileceğini göstermektedir.

Makale detayları

An Investigation into the Use of Web 2.0 Tools in Middle School Mathematics Support and Training Courses

Yazarlar:

Serap Esen | Fazilet Karakuş

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Öğretim Teknolojileri | Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.549-577

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344214

pISSN:

2602-2850

Mathematics Education

Web 2.0 Tools

support and training coursesmatematik öğretimi

destekleme ve yetiştirme kursları

web 2.0 araçları

Sayı

Makale detayları

An Investigation into the Use of Web 2.0 Tools in Middle School Mathematics Support and Training Courses

Yazarlar: Serap Esen | Fazilet Karakuş

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Öğretim Teknolojileri | Matematik Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.549-577

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001344214

pISSN: 2602-2850

Mathematics Education

**Web 2.0 Tools**

support and training coursesmatematik öğretimi

destekleme ve yetiştirme kursları

web 2.0 araçları

Sayı

Yazarlar:

Serap Esen | Fazilet Karakuş

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Öğretim Teknolojileri | Matematik Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.549-577

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001344214

pISSN:

2602-2850

Web 2.0 Tools