Metaphorical Perceptions of Secondary School Students on New Generation Mathematics Questions

Year 2024, Volume: 5 Issue: 2, 332 - 346, 30.09.2024

Gülşade Savaş , Şahin Danişman , Sema Nur Kaçar

https://doi.org/10.48139/aybukulliye.1358322

Abstract

This research is aimed to examine the perceptions of secondary school seventh and eighth grade students about new generation mathematics questions through metaphors. This phenomenological study seeks to discover the metaphors and their origins for new generation mathematics questions. The research involved 350 students enrolled in seventh and eighth grades from secondary schools through criterion-sampling. The students were asked to come up with three metaphors as well as their justifications to reveal their perceptions on new generation mathematics questions. The metaphors were analyzed thorugh content analysis method to discover the underlying meanings behind their perceptions. The findings suggest that the perceptions of the students can be grouped under four main themes as complicated, troublesome, motivating, and comprehensive. The complicated theme highlights that students find these questions incomprehensible, insurmountable, and ambiguous. The troublesome theme underscores the difficulty students associate with new generation mathematics questions. Interestingly, some students find new generation mathematics questions motivating. They see these questions as realistic, instructive, manageable, and even entertaining. The perception of new generation mathematics questions as comprehensive implies that they cover a broad range of topics or require students to consider various aspects when solving them. These findings indicate that students have diverse opinions and experiences when it comes to new generation mathematics questions. While some may find them daunting and complex, others see them as stimulating and relevant to their learning.

Keywords

New generation question, skill-based question, 21st century skills

Ortaokul Öğrencilerinin Yeni Nesil Matematik Sorularına İlişkin Metaforik Algıları

Abstract

Bu araştırmada ortaokul yedinci ve sekizinci sınıf öğrencilerinin yeni nesil matematik sorularına ilişkin algılarının metaforlar aracılığıyla incelenmesi amaçlanmaktadır. Bu fenomenolojik çalışma, yeni nesil matematik sorularına yönelik metaforları ve bunların kökenlerini keşfetmeye odaklanmıştır. Araştırmaya ölçüt örnekleme yöntemiyle belirlenen yedinci ve sekizinci sınıflarda öğrenim gören 350 öğrenci katılmıştır. Öğrencilerden yeni nesil matematik sorularına ilişkin algılarını belirlemek amacıyla üç metafor ve bu metaforların gerekçelerini yazmaları istenmiştir. Metaforlar, öğrenci algılarının altında yatan anlamları ortaya çıkarmak için içerik analizi yöntemiyle analiz edilmiştir. Bulgular, öğrencilerin yeni nesil sorulara ilişkin algılarının karmaşık, uğraştırıcı, motive edici ve kapsamlı olmak üzere dört ana tema altında toplanabileceğini göstermektedir. Karmaşık teması, öğrencilerin bu soruları anlaşılmaz, üstesinden gelinemez ve belirsiz bulduklarını vurgulamaktadır. Uğraştırıcı teması, öğrencilerin yeni nesil matematik sorularıyla ilişkilendirdiği zorluğa yöneliktir. Araştırmanın ilginç olan bir bulgusu, bazı öğrencilerin yeni nesil matematik sorularını motive edici bulmasıdır. Öğrenciler bu soruları gerçekçi, öğretici, üstesinden gelinebilir ve hatta eğlenceli bulmaktadırlar. Yeni nesil matematik sorularının kapsamlı olarak algılanması, bunların geniş bir konu yelpazesini kapsadığı ya da öğrencilerin çözerken çeşitli yönleri dikkate almasını gerektirdiği anlamına gelmektedir. Bu bulgular öğrencilerin yeni nesil matematik soruları konusunda farklı görüş ve deneyimlere sahip olduklarını göstermektedir. Bazıları bunları göz korkutucu ve karmaşık bulsa da, diğerleri onları teşvik edici ve öğrenmeleriyle alakalı bulmaktadır.

Keywords

Yeni nesil soru, beceri temelli soru, 21. yy becerileri

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