Publication: Sekizinci sınıf öğrencilerinin matematik okuryazarlığı becerilerinin incelenmesi
Abstract
Bu araştırmanın amacı sekizinci sınıf öğrencilerinin matematik okuryazarlığı becerilerinin PISA ölçme ve değerlendirme çerçevesinde incelenmesidir. PISA matematik okuryazarlığını bireyin çeşitli bağlam ve içeriklerde matematiği formülleştirme, kullanabilme ve yorumlayabilme kapasitesi olarak tanımlamaktadır. Aynı zamanda matematiksel olarak akıl yürütmeyi, olayları tanımlamak, açıklamak ve tahmin etmek için matematiksel kavramları, gerçekleri ve araçları kullanmayı içerir. Araştırmada, PISA’nın matematik okuryazarlığı tanımından yola çıkarak; “Öğrencilerin matematik okuryazarlığı matematiksel içerik ve matematiksel süreçler olarak nasıldır?” sorusuna cevap aranmıştır. Bu kapsamda yapılan çalışma sekizinci sınıf öğrencilerinin PISA’nın matematik okuryazarlığı tanımında yer alan matematiksel içerik ve matematiksel süreçlerindeki becerilerini incelemektedir. Ayrıca çalışma, öğrencilerin matematiksel süreçler altında ortaya çıkan temel matematiksel becerileri ne ölçüde kullanabildikleri, hangi becerilerde başarılı oldukları hangi becerilerde zorlandıklarını incelemek ve ortaya çıkarmak adına önemlidir. Araştırmada nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu, İstanbul ilinin Sancaktepe ilçesindeki bir devlet ortaokulunun sekizinci sınıfında eğitim gören 20 öğrenci oluşturmuştur. Veri toplama aracı olarak 21 sorudan oluşan matematik okuryazarlığı testi ve yarı yapılandırılmış mülakat formu kullanılmıştır. Araştırma iki aşamada gerçekleştirilmiş, ilk uygulamadaki performansa göre mülakat yapılacak öğrenciler belirlenmiştir.Sorular PISA uygulamasında yer alan rubriklerde olduğu gibi puanlanmış, araştırmanın bulguları matematiksel içerik ve matematiksel süreçlere göre yüzde ve frekans ile sunulmuştur. Matematiksel süreçler altında ortaya çıkan temel matematiksel beceriler ise araştırmada benimsenen çerçeve doğrultusunda betimsel analize tabi tutulmuştur.Araştırmanın sonucunda öğrencilerin matematiksel içerik olarak en başarılı oldukları içerik alanı belirsizlik ve veri alanı olurken, en başarısız oldukları içerik alanı şekil ve uzay olmuştur. Matematiksel süreçler adına ise öğrencilerin en başarılı olduğu süreç yorumlama, en başarısız oldukları süreç ise formülleştirme olmuştur. Matematiksel süreçler altında oluşan becerilerden temsil becerisini, öğrencilerin etkin bir şekilde kullandıkları ancak sembolik dilin kullanımı, matematikleştirme ve iletişim becerilerinde yer yer zorluk yaşadıkları görülmüştür.
The aim of this study is to analyse eighth grade students’ mathematical literacy capabilities in PISA assessment and analytical framework. Mathematical literacy, according to PISA, is defined as individual’s capacity of formulating, employing and interpreting mathematics in various contexts and contents. It includes mathematical reasoning and using mathematical concepts, tools and facts to describe, explain and predict phenomena.In the research, based on the PISA’s definition of mathematical literacy; it is sought to answer the question that “How is the student’s mathematical literacy with regards to mathematical contents and processes?” The study done in this context examines eighth grade students’ capabilities in mathematical contents and processes that portrayed in PISA’s mathematical literacy definition. It is also important in order to find out and analyse to what extent students use their fundamental mathematical capabilities showing up under mathematical processes, in which capabilities they are successful and have difficulties. In the research case study as a form of qualitative research was implemented. Working group of the research was constituted from twenty of eighth grade students studying at a state secondary school in Sancaktepe, Istanbul. As data collection tool, 21-question mathematical literacy test and semi-structured interview form were used. The research was conducted in two stages, based upon the performance in the first application, the students to be interviewed were determined.The questions were graded in accordance with the rubrics on PISA, findings of the research were presented with percentage and frequency with respect to mathematical contents and processes. Fundamental mathematical capabilities showing up under mathematical processes were subjected to descriptive analysis by the framework adopted in the research. While the most successful field in mathematical content the students achieved was uncertainty and data, the most unsuccessful one was the field of shape and space. In the case of mathematical processes, the students were successful in the process of interpretation while they were unsuccessful at formulating. It was observed that the students had difficulties in using symbolic language, mathematization and communication capabilities, but they are effective when using representational capabilities that occurred under the mathematical processes.
The aim of this study is to analyse eighth grade students’ mathematical literacy capabilities in PISA assessment and analytical framework. Mathematical literacy, according to PISA, is defined as individual’s capacity of formulating, employing and interpreting mathematics in various contexts and contents. It includes mathematical reasoning and using mathematical concepts, tools and facts to describe, explain and predict phenomena.In the research, based on the PISA’s definition of mathematical literacy; it is sought to answer the question that “How is the student’s mathematical literacy with regards to mathematical contents and processes?” The study done in this context examines eighth grade students’ capabilities in mathematical contents and processes that portrayed in PISA’s mathematical literacy definition. It is also important in order to find out and analyse to what extent students use their fundamental mathematical capabilities showing up under mathematical processes, in which capabilities they are successful and have difficulties. In the research case study as a form of qualitative research was implemented. Working group of the research was constituted from twenty of eighth grade students studying at a state secondary school in Sancaktepe, Istanbul. As data collection tool, 21-question mathematical literacy test and semi-structured interview form were used. The research was conducted in two stages, based upon the performance in the first application, the students to be interviewed were determined.The questions were graded in accordance with the rubrics on PISA, findings of the research were presented with percentage and frequency with respect to mathematical contents and processes. Fundamental mathematical capabilities showing up under mathematical processes were subjected to descriptive analysis by the framework adopted in the research. While the most successful field in mathematical content the students achieved was uncertainty and data, the most unsuccessful one was the field of shape and space. In the case of mathematical processes, the students were successful in the process of interpretation while they were unsuccessful at formulating. It was observed that the students had difficulties in using symbolic language, mathematization and communication capabilities, but they are effective when using representational capabilities that occurred under the mathematical processes.