Online Journal of Mathematics, Science and Technology Education

Examining the Field Knowledge of Secondary School Mathematics Teachers on Posing Problems Regarding Multiplication of Fractions

2024-09-05T09:46:40+00:00

This study aims to examine the problem-posing skills of middle school mathematics teachers on the topic of multiplication with fractions, specifically from the perspective of the "content knowledge" subcomponent of pedagogical content knowledge. The study was conducted using a qualitative method, specifically a case study design, and was carried out with a middle school mathematics teacher selected through purposive sampling. Data were collected using the Problem Posing Content Knowledge Test (PPCKT). The participating teacher was asked to create problems suitable for the given operations, and these problems were evaluated and analyzed according to the scoring guidelines determined by Örnek (2020), which include the dimensions of "meaningfulness," "solvability," "language," and "realism." The analyses revealed that the teacher created problems that were “partially adequate” in terms of language, realistic stories, and problems where the data were meaningful and solvable in a formal sense.

How Teaching Fraction Word Problems with Digital Storytelling Affects Sixth Grade Students’ Academic Achievement and Motivation

2024-12-25T14:54:28+00:00

Digital storytelling also offers the benefit of being an easy and economical way to create real life scenarios. This advantage might be useful to visualize and materialize fraction word problems in everyday situations. Moreover, digital storytelling might help students understand complex ideas, concepts, or information. Therefore, it might be beneficial for overcoming the difficulties that students encounter while learning fractions. The purpose of the study: considering the effective role of digital storytelling in creating daily life situations and making difficult subjects interesting and easy to learn, we aimed to examine how teaching fraction word problems with digital storytelling affects sixth grade students’ academic performance and motivation.This study is a survey study with quantitative data collection tools and 43 sixth graders from a public school in the Central Anatolia Region constitute the study group for this study.According to findings, digital story-based instruction affected positively the academic achievement of the experimental group. Furthermore, there is a statistical difference between the posttest scores of the experimental andcontrol group (U=122,500; p=0,310>0,05).Thus, it can be deduced that digital story based instruction have a positive effect on academic achievement.

The Effect of 5E Model in Teaching the Concept of Ratio and Proportion

2024-12-18T19:22:23+00:00

This study investigates the effect of teaching based on the 5E learning cycle model on students' academic achievement in the subject of ratio and proportion. The research was conducted with 55 students studying at a middle school in a province located in the northern region of Turkey. Two classes with equivalent mathematics report card grades were randomly assigned as the experimental and control groups. The experimental group was taught using activities designed according to the 5E learning model, while the control group received instruction using the activities from the Ministry of National Education (MoNE) textbook.

A quasi-experimental design with pre-test and post-test control groups was employed in the study. As a measurement tool, the Ratio and Proportion Achievement Test, developed by the researcher with expert opinions, was used as both the pre-test and post-test. The test consisted of 10 two-tier questions, including open-ended and multiple-choice items. The collected data were statistically analyzed to determine whether there was a significant difference between the two groups.The results revealed that lessons taught using activities designed according to the 5E learning cycle model were significantly more effective compared to those taught using the activities in the MoNE textbook.