Online Journal of Mathematics, Science and Technology Education

Strategies Used by Eighth Grade Students in Solving Problems Requiring Proportional Reasoning

2023-04-19T10:58:44+00:00

One of the most important skills in mathematics education is proportional reasoning. The aim of the study is to determine the strategies used by 8th grade students in solving problem types that require proportional reasoning. The study was carried out with a cross-sectional scanning model. The study group consists of 88 eighth grade students studying at a public school in the 2022-2023 academic year. In order to determine the strategies used by the students, the Proportional Reasoning Test (OAYT), which consists of 15 different types of open-ended problems, was used. The answers given by the students to the problems in the test were analyzed with descriptive analysis methods. The data obtained as a result of the analysis were coded depending on the definitions of proportional reasoning strategies in the literature. The results of the research showed that the students used various strategies while solving the problems and the use of this strategy changed according to the problem types and forms. According to the data obtained, it was determined that the students mostly used cross multiplication strategy in missing value problems, equivalent fractions strategy most in numerical comparison problems and qualitative multiplicative comparison strategy most in qualitative comparison problems. Students generally used incorrect proportional strategies in solving non-proportional problem and inverse proportionality problem.

The Analysis of Secondary School Students' Problem Solving Skills According to Solo Taxonomy

2023-08-05T13:59:47+00:00

In this thesis, the level of problem solving skills of secondary school students was examined according to the SOLO taxonomy. In the research, a problem solving test consisting of 10 open-ended problems was first administered to 305 eighth grade students as a written exam. By examining the answers given by the students to the problems in this exam, interviews were conducted with 19 students selected by the criterion sampling method, one of the purposive sampling methods. In the research, case study, one of the qualitative research methods, was used in order to make an in-depth analysis. As a result of the research, the levels which the answers given by the students to each problem correspond to were determined in the SOLO taxonomy. In the research, it was found out that the students mostly gave answers in accordance with the unistructural and multistructural levels. It has been determined that while students who reach higher thinking levels are in the minority, students at pre-structure level are relatively high. As a result of the research, it has been seen that the SOLO taxonomy is an effective tool in examining problem solving skills. In addition, it has been determined that the SOLO taxonomy provides convenience in detecting subject deficiencies and misconceptions and is appropriate to be used in the evaluation phase in mathematics lessons.

Comparison of Mathematics Curriculum of Turkey - Iran 5th and 6th Grade in the Context of Geometry Learning Area

2023-07-25T10:48:54+00:00

The aim of this research is to compare the mathematics textbooks used in the 5th and 6th grades in Turkey and Iran. The comparative education method was used in this research, document analysis technique was used for collecting data. Examples from textbooks are presented to concretize the findings. The subject distribution of the books, the order of the subjects, the time allocated to the subjects, and the geometry lectures in the books were studied. It was concluded that the weekly mathematics course hours in Turkey are higher than in Iran additionally the number of pages in the Iran textbook and the number of pages on geometry lectures are less than in the Turkey textbook. There are similarities in the sub-learning areas in the geometry and measurement learning areas in the 5th and 6th-grade textbooks of both countries, but they differ according to the grade level. Concrete materials were used in both textbooks, and it was seen that visuals and pictures were also included.

Investigation of Secondary Students' Process of Constructing Multiplication in Experiences According to RBC+C Model

2023-07-24T07:58:32+00:00

Mathematics is a science of abstraction and various models were needed to abstract these concepts. One of these models is the RBC+C model developed by Hershkowitz, Schwarz and Dreyfus in 2001. Based on this model, in which the cognitive actions of recognition, use, structuring and reinforcement are used, the process of creating the multiplication process in exponential numbers of secondary school students was examined. The sample of the study consists of thirty-two sixth grade students and twenty-nine seventh grade students studying in a public school in the Nilüfer district of Bursa province in the 2022-2023 academic year. Stratified purposive sampling was used because the participants were at different grade levels and to observe the difference in the creation processes. Six questions were determined for the study, and the validity and reliability of the questions were ensured by expert opinion. The study is a qualitative research and document analysis was used in the analysis of the data. As a result of the findings, it was seen that most of the students performed the actions of recognition and use, but they could not perform the action of creating. Since most students tried to find the correct number in the result, they could not form the desired concepts. In addition, it was observed that most of the students had misconceptions in exponential numbers, so they had difficulty in forming the concept. In addition, it was determined that sixth grade students made fewer operational errors than seventh grade students. It is thought that students' desire to reach the right result depends on result-oriented evaluations rather than the process in the education system. In addition, although constructivist approaches are accepted in the education system, the application of plain language still causes negativities for students to discover. In order to prevent this situation, models that give importance to configuration such as the RBC+C model can be preferred. In exams that measure success, process-oriented evaluations can be made instead of results.

The Use of Visualization Tools in Teaching Mathematics in College of Education: A Systematic Review

2023-09-05T10:03:11+00:00

The integration of visualization tools in mathematics education has gained substantial attention within higher education, particularly in college education settings. This systematic review aims to comprehensively analyze the existing body of literature on using visualization tools in teaching mathematics at the college of education level. By examining 25 published papers, this review synthesizes findings to explore the effectiveness of visualization tools, their impact on students' learning outcomes, and the potential challenges associated with their implementation. The systematic review employs a rigorous methodology, including comprehensive search strategies, article selection criteria, and quality assessment procedures. This review categorizes visualization tools through meticulous analysis into various types, such as digital simulations, interactive software, and physical manipulatives. It evaluates their contributions to enhancing students' understanding of mathematical concepts and problem-solving skills. Key findings from the reviewed literature shed light on the positive effects of visualization tools in promoting active engagement, conceptual understanding, and motivation among college of education students. Additionally, the review uncovers potential challenges, including technological barriers, instructional strategies, and varying learning preferences, that educators and curriculum designers need to consider when integrating visualization tools into the mathematics classroom.

The Process of Diagnosing a Dyscalculic Student with Multiple Methods

2023-11-29T11:35:53+00:00

Dyscalculia is a specific learning disability that affects an individual's mathematical skills. There is no universally accepted definition. This situation has led to the lack of a common understanding in diagnostic methods. Many diagnostic methods have been used in the literature. In this study, a 5th grade student who was diagnosed by CRC based on hospital reports was re-evaluated with different diagnostic methods. For this purpose, checklist, mathematics achievement test, student identification slip, panamath test, interview with parents and discrepancy method were used. The results of different diagnostic methods were compared. In the study, it was seen that the results of different methods supported each other and it was concluded that the student had math learning difficulties.