Çocuk edebiyatı eserlerinin ilkokul matematik dersi öğretim programı kazanımları açısından incelenmesi
Küçük Resim Yok
Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada çocuk edebiyatı eserlerinin İlkokul Matematik Dersi Öğretim Programı kazanımları açısından incelenmesi amaçlanmıştır. Bu temel amaç çerçevesinde aşağıdaki sorulara cevap aranmıştır. 1. "Matematik Her Yerde Serisi" çocuk edebiyatı eserlerinde hangi matematik kavram (lar)ına yer verilmiştir?, 2. "Matematik Her Yerde Serisi" çocuk edebiyatı eserlerinde kitap kapağında matematiksel kavram(lar) ile ilgili görseller yer verilmiş midir?, 3.Matematik Her Yerde Serisi" çocuk edebiyatı eserlerinde görsellerde matematiksel kavram (lar)a yer verilmiş midir?, 4."Matematik Her Yerde Serisi" çocuk edebiyatı eserleri İlkokul Matematik Dersi Öğretim Programından hangi kazanımlarla ilişkilendirilebilir?. TÜBİTAK Yayınları'nın "Matematik Her Yerde Serisi" resimli çocuk kitaplarının ilkokul matematik öğretim programı kazanımları açısından incelenmesini amaçlayan bu çalışma, yazılı metinlerin (öykü/roman) incelenip belli kategoriler çerçevesinde çözümlenmesini gerektirdiğinden bir nitel araştırma olarak doküman inceleme yöntemi ile yürütülmüştür. Matematik Her Yerde Serisi"nde Yer Alan Kitaplar incelendiğinde, kitapların Matematik öğretimi açısından önemli bir kaynak olduğu görülmüştür. 19 kitaptan oluşan bu seride kavramlar kitap kapağı görselleri, kitap içi görseller ve içeriğinde yer alma durumlarına göre incelenmiş ve kitapların İlkokul Matematik Öğretim Programı'nda hangi kazanımlarla ilişkilendirilebileceği içerik analizi ile tespit edilmiştir. Sonuç olarak bu çalışma sonucunda incelenen kitapların görsel ve içeriğinde matematik kavramlarından sayılar ve işlemler, cebir, ölçme ve veri işleme alanlarına yer verdikleri geometri alanına ise yeterince yer vermedikleri tespit edilmiştir. Bu sonuçlar alanda yapılan diğer çalışmalarla paralellik göstermektedir. Bu bağlamda, araştırmaya dahil edilecek kitapların çeşitlendirilerek araştırmanın nicel ve nitel boyutlarla yapılması, Matematik öğretimi bağlamında sadece basılı kitapların değil dijital kitapların da incelenmesi, araştırmanın okul öncesi ve orta öğretim kademeleri dikkate alınarak yapılması önerilebilir.
In this research, it is aimed to examine the works of children's literature in terms of the achievements of the Primary School Mathematics Curriculum. Within the framework of this main purpose, answers to the following questions were sought. 1. Which mathematical concept(s) are included in the "Mathematics Everywhere Series" children's literature works?, 2. Are visuals related to mathematical concept(s) included on the book cover of the "Mathematics Everywhere Series" children's literature works? 3. Are mathematical concept(s) included in the visuals in "Mathematics Everywhere Series" children's literature works? 4. Which achievements can be associated with "Mathematics Everywhere Series" children's literature works from the Primary School Mathematics Curriculum? This study, which aims to examine the picture books of TUBITAK Publications "Mathematics Everywhere Series" in terms of primary school mathematics curriculum achievements, was carried out with the document analysis method as a qualitative research, as it requires examining written texts (story/novel) and analyzing them within the framework of certain categories. When the books in the "Mathematics Everywhere" series are examined, it is seen that the books are an important resource in terms of teaching Mathematics. In this series consisting of 19 books, the concepts were examined according to the book cover images, the images in the book and their content, and it was determined by content analysis that which acquisitions the books could be associated with in the Primary School Mathematics Curriculum. As a result of this study, it has been determined that the books examined in the visual and content of the mathematical concepts include numbers and operations, algebra, measurement and data processing, but they do not give enough space to the field of geometry. These results show parallelism with other studies in the field. In this context, it can be suggested that the research should be done with quantitative and qualitative dimensions by diversifying the books to be included in the research, examining not only printed books but also digital books in the context of mathematics teaching, and the research should be done by taking pre-school and secondary education levels into consideration.
In this research, it is aimed to examine the works of children's literature in terms of the achievements of the Primary School Mathematics Curriculum. Within the framework of this main purpose, answers to the following questions were sought. 1. Which mathematical concept(s) are included in the "Mathematics Everywhere Series" children's literature works?, 2. Are visuals related to mathematical concept(s) included on the book cover of the "Mathematics Everywhere Series" children's literature works? 3. Are mathematical concept(s) included in the visuals in "Mathematics Everywhere Series" children's literature works? 4. Which achievements can be associated with "Mathematics Everywhere Series" children's literature works from the Primary School Mathematics Curriculum? This study, which aims to examine the picture books of TUBITAK Publications "Mathematics Everywhere Series" in terms of primary school mathematics curriculum achievements, was carried out with the document analysis method as a qualitative research, as it requires examining written texts (story/novel) and analyzing them within the framework of certain categories. When the books in the "Mathematics Everywhere" series are examined, it is seen that the books are an important resource in terms of teaching Mathematics. In this series consisting of 19 books, the concepts were examined according to the book cover images, the images in the book and their content, and it was determined by content analysis that which acquisitions the books could be associated with in the Primary School Mathematics Curriculum. As a result of this study, it has been determined that the books examined in the visual and content of the mathematical concepts include numbers and operations, algebra, measurement and data processing, but they do not give enough space to the field of geometry. These results show parallelism with other studies in the field. In this context, it can be suggested that the research should be done with quantitative and qualitative dimensions by diversifying the books to be included in the research, examining not only printed books but also digital books in the context of mathematics teaching, and the research should be done by taking pre-school and secondary education levels into consideration.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
