7th Grade Students' Knowledge Construction Processes of Proportion Concepts Through RBC+C Model

Zeynep Filiz Aramış Barış; Semiha Kula Ünver

Makale detayları

7th Grade Students' Knowledge Construction Processes of Proportion Concepts Through RBC+C Model

Yazarlar:

Zeynep Filiz Aramış Barış | Semiha Kula Ünver

Yayıncı:

Mersin University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.490-510

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334235

pISSN:

1306-7850

Anahtar kelimeler:

Özet:

 This study aims to examine seventh grade students knowledge construction processes regarding the concept of ratio. The participants of the study were six seventh grade students with different levels of mathematics achievement. Semi-structured interviews, video and audio recordings, and written documents containing students solutions were used as data collection tools. During the interviews, the Examination Form for the Construction of the Knowledge of Proportion and Direct Proportion was applied to the students. The obtained data were interpreted and analyzed within the framework of the RBCC model. As a result of the study, in the process of construction of proportion, it was observed that students at high and medium achievement levels carried out the actions of recognizing, building-with, constructing and consolidation more easily than students at low achievement levels. In this case, it was effective that the students correctly formed their existing knowledge regarding the concept of proportion. In addition, it was determined that students at medium success level had difficulty in recognizing and Building with the information they created in different problem situations. In addition, it is noticeable that students with low mathematics achievement think additively rather than multiplically when solving problems. In future studies, it is recommended to conduct studies with larger groups with different success levels and different subjects and activities.

 This study aims to examine seventh grade students knowledge construction processes regarding the concept of ratio. The participants of the study were six seventh grade students with different levels of mathematics achievement. Semi-structured interviews, video and audio recordings, and written documents containing students solutions were used as data collection tools. During the interviews, the Examination Form for the Construction of the Knowledge of Proportion and Direct Proportion was applied to the students. The obtained data were interpreted and analyzed within the framework of the RBCC model. As a result of the study, in the process of construction of proportion, it was observed that students at high and medium achievement levels carried out the actions of recognizing, building-with, constructing and consolidation more easily than students at low achievement levels. In this case, it was effective that the students correctly formed their existing knowledge regarding the concept of proportion. In addition, it was determined that students at medium success level had difficulty in recognizing and Building with the information they created in different problem situations. In addition, it is noticeable that students with low mathematics achievement think additively rather than multiplically when solving problems. In future studies, it is recommended to conduct studies with larger groups with different success levels and different subjects and activities.

 This study aims to examine seventh grade students knowledge construction processes regarding the concept of ratio. The participants of the study were six seventh grade students with different levels of mathematics achievement. Semi-structured interviews, video and audio recordings, and written documents containing students solutions were used as data collection tools. During the interviews, the Examination Form for the Construction of the Knowledge of Proportion and Direct Proportion was applied to the students. The obtained data were interpreted and analyzed within the framework of the RBCC model. As a result of the study, in the process of construction of proportion, it was observed that students at high and medium achievement levels carried out the actions of recognizing, building-with, constructing and consolidation more easily than students at low achievement levels. In this case, it was effective that the students correctly formed their existing knowledge regarding the concept of proportion. In addition, it was determined that students at medium success level had difficulty in recognizing and Building with the information they created in different problem situations. In addition, it is noticeable that students with low mathematics achievement think additively rather than multiplically when solving problems. In future studies, it is recommended to conduct studies with larger groups with different success levels and different subjects and activities.

 Yedinci sınıf öğrencilerinin RBCC modeli bağlamında orantı kavramına ilişkin bilgi oluşturma süreçlerinin incelenmesinin amaçlandığı bu çalışma durum çalışması ile gerçekleştirilmiştir. Çalışmanın katılımcıları farklı başarı seviyelerine sahip altı yedinci sınıf öğrencisinden oluşmaktadır. Video ve ses kayıtları, yarı-yapılandırılmış görüşmeler ve öğrencilerin problem çözümlerini gerçekleştirdikleri yazılı dokümanlar araştırmanın veri toplama araçlarını oluşturmuştur. Görüşmelerde öğrencilere Orantı ve Doğru Orantı Bilgisini Oluşturma Sürecini İnceleme Formu uygulanmıştır. Elde edilen veriler RBCC modeli çerçevesinde yorumlanarak analiz edilmiştir. Çalışmanın sonucunda; orantı kavramını oluşturma sürecinde yüksek ve orta başarı seviyesindeki öğrencilerin, düşük başarı seviyesindeki öğrencilere göre tanıma, kullanma, oluşturma ve pekiştirme eylemlerini daha kolay gerçekleştirdikleri görülmüştür. Bu durumda öğrencilerin orantı kavramı ile ilişkili var olan bilgilerini doğru bir şekilde oluşturmuş olması etkili olmuştur. Bunun yanı sıra orta başarı seviyesindeki öğrencilerin oluşturdukları bilgileri farklı problem durumlarında tanıyıp kullanmada zorlandıkları, düşük başarı seviyesindeki öğrencilerin ise problemleri çözerken çarpımsal düşünmek yerine toplamsal düşündükleri belirlenmiştir. Öğrencilerin karşılaştıkları zorlukların üstesinden gelebilmek için grup arkadaşları ile fikir alışverişinde bulundukları ve birbirlerinin hatalarını düzelttikleri gözlemlenmiştir. Bu bağlamda akran etkileşimlerinin öğrencilerin yeni kavramlara ulaşmasında etkili olduğu sonucuna ulaşılmıştır. Gelecek çalışmalarda başarı düzeyleri farklı olan daha kalabalık gruplarla, farklı konular ve etkinlikleri içeren çalışmaların yapılması önerilmektedir.

Makale detayları

7th Grade Students' Knowledge Construction Processes of Proportion Concepts Through RBC+C Model

Yazarlar:

Zeynep Filiz Aramış Barış | Semiha Kula Ünver

Yayıncı:

Mersin University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.490-510

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334235

pISSN:

1306-7850

knowledge construction

abstraction

RBC+C

ratio

proportionmatematik eğitimi

bilgi oluşturma

soyutlama

RBC+C

orantı

Sayı

Makale detayları

Yazarlar: Zeynep Filiz Aramış Barış | Semiha Kula Ünver

Yayıncı: Mersin University

Ana Başlıklar: Matematik Eğitimi

Dergi: Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.490-510

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001334235

pISSN: 1306-7850

Sayı

Yazarlar:

Zeynep Filiz Aramış Barış | Semiha Kula Ünver

Yayıncı:

Mersin University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.20 Issue 3, pp.490-510

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001334235

pISSN:

1306-7850