Farklılaştırılmış matematik öğretiminin ilkokul öğrencilerinin akademik başarılarına ve matematik dersine yönelik tutumlarına etkisi
Küçük Resim Yok
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma farklılaştırılmış matematik öğretiminin ilkokul üçüncü sınıf öğrencilerinin akademik başarısı ve matematiğe yönelik tutumları üzerindeki etkilerini araştırmayı amaçlamaktadır. Farklılaştırılmış öğretim; aynı sınıfın içinde hazırbulunuşluk düzeyi, öğrenme stilleri, ilgi, zekâ ve yetenekleri farklı olan öğrencilerin ihtiyacına uygun öğrenme ortamlarının hazırlanmasıdır. Öğrencilerin kişisel sınırlarının ve potansiyellerinin farklılığını kabul ederek öğrencilerin farklı ihtiyaçlarına cevap verecek şekilde öğretimin düzenlenmesi gerekliliğini savunmaktadır. Buradan hareketle bu araştırmada işbirlikçi öğrenme yöntemi, çoklu zekâ uygulamaları, eğitsel oyunlar gibi yöntemlerle öğretme- öğrenme süreci farklılaştırılmış ve matematik dersi kazanımlarına uyarlanarak 4 hafta boyunca 48 ders saati olarak ele alınmıştır. Araştırma nicel araştırma yöntemlerinden "ön test- son test kontrol gruplu yarı deneysel desen" ile yürütülmüştür. Deney grubunda matematik dersi işbirlikçi öğrenme yöntemi, çoklu zekâ uygulamaları, eğitsel oyunlar işe koşularak işlenmiş; kontrol grubunda ise, matematik dersi yıllık planında yer alan yönergeler doğrultusunda dersler işlenmiştir. Araştırma Malatya Battalgazi ilçesinde ilkokula devam eden öğrencilerle gerçekleştirilmiştir. Deney grubunda 16, kontrol grubunda 16 olmak üzere toplam 32 öğrenci yer almıştır. Deney ve kontrol gruplarına "Matematik Başarı Testi" ve "Matematik Özyeterlik Algısı Ölçeği" ön test ve son test olarak uygulanmıştır. Elde edilen veriler Bağımlı Gruplar T Testi ve Tekrarlı Ölçümler İçin ANOVA istatistik yöntemleriyle analiz edilmiştir. Bu araştırma, farklılaştırılmış öğretim tekniklerinin matematik dersi ritmik saymalar, simetri ve paralarımız konularında akademik başarıyı önemli ölçüde artırdığını, ancak tutum puanları üzerinde belirgin bir değişiklik yaratmadığını göstermiştir. Anahtar Sözcükler: Farklılaştırılmış öğretim, Matematik öğretimi, Matematik tutumu.
This research aims to investigate the effects of differentiated mathematics instruction on third grade primary school students' academic achievement and attitudes towards mathematics. With the reflection of the constructivist education theory on the curriculum in Turkey, importance has been given to the education of disadvantaged groups, and the views of theorists who argue that when sufficient opportunities are provided and every student is given the opportunity to be successful, there will be no students left who cannot learn, have gained value. Differentiated instruction; It is the preparation of learning environments appropriate to the needs of students with different readiness levels, learning styles, interests, intelligence and abilities within the same classroom. It accepts the differences in students' personal limits and potentials and advocates the necessity of organizing education to meet the different needs of students. Based on this, in this research, the teaching-learning process was differentiated with methods such as collaborative learning method, multiple intelligence applications, and educational games, and was adapted to the mathematics course achievements and covered as 48 lesson hours for 4 weeks. The research was conducted with the "pretest-posttest control group quasi-experimental design", one of the quantitative research methods. In the experimental group, mathematics lessons were taught using the collaborative learning method, multiple intelligence applications and educational games, and in the control group, lessons were taught in line with the instructions in the annual plan of the Mathematics lesson. The research was conducted with students attending primary school in Malatya Battalgazi district. There were a total of 32 students, 16 in the experimental group and 16 in the control group. "Mathematics Achievement Test" and "Mathematics Attitude Scale" were applied to the experimental and control groups as pre-test and post-test. Obtained Data were analyzed using Dependent Groups T Test and Repeated Measures ANOVA statistical methods. This research showed that differentiated instruction techniques significantly increased academic achievement, but did not create a significant change in attitude scores. Key Words: Differentiated instruction, Mathematics teaching, Mathematics attitude.
This research aims to investigate the effects of differentiated mathematics instruction on third grade primary school students' academic achievement and attitudes towards mathematics. With the reflection of the constructivist education theory on the curriculum in Turkey, importance has been given to the education of disadvantaged groups, and the views of theorists who argue that when sufficient opportunities are provided and every student is given the opportunity to be successful, there will be no students left who cannot learn, have gained value. Differentiated instruction; It is the preparation of learning environments appropriate to the needs of students with different readiness levels, learning styles, interests, intelligence and abilities within the same classroom. It accepts the differences in students' personal limits and potentials and advocates the necessity of organizing education to meet the different needs of students. Based on this, in this research, the teaching-learning process was differentiated with methods such as collaborative learning method, multiple intelligence applications, and educational games, and was adapted to the mathematics course achievements and covered as 48 lesson hours for 4 weeks. The research was conducted with the "pretest-posttest control group quasi-experimental design", one of the quantitative research methods. In the experimental group, mathematics lessons were taught using the collaborative learning method, multiple intelligence applications and educational games, and in the control group, lessons were taught in line with the instructions in the annual plan of the Mathematics lesson. The research was conducted with students attending primary school in Malatya Battalgazi district. There were a total of 32 students, 16 in the experimental group and 16 in the control group. "Mathematics Achievement Test" and "Mathematics Attitude Scale" were applied to the experimental and control groups as pre-test and post-test. Obtained Data were analyzed using Dependent Groups T Test and Repeated Measures ANOVA statistical methods. This research showed that differentiated instruction techniques significantly increased academic achievement, but did not create a significant change in attitude scores. Key Words: Differentiated instruction, Mathematics teaching, Mathematics attitude.
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
