Öğrenme ve Öğretme Süreci Değişkenleri ile PISA 2012 Matematik Okuryazarlığı Arasındaki İlişkiler

Year 2017, Volume: 16 Issue: 3, 1137 - 1152, 21.04.2017

Münevver İlgün Dibek , Rahime Nükhet Demirtaşlı

https://doi.org/10.17051/ilkonline.2017.330247

Abstract

Bu çalışmanın amacı öğrenme ve öğretme süreci değişkenleri ile matematik okuryazarlığı arasındaki ilişkileri araştırmaktır. İlişkisel tarama modelindeki araştırmanın örneklemini 4848 kişi oluşturmaktadır. Bu çalışamada, matematik öğrenmeye okul dışında ayrılan zaman, matematik öğrenmeye ayrılan zaman araştırmanın öğrenmeyle ilgili değişkenlerini oluşturmaktadır. Öğretmenin öğrenci ile iletişimi, bilişsel etkinleştirme stratejilerini kullanımı ve sınıftaki disiplin ortamı araştırmanın öğretme süreci ile ilgili değişkenleridir. Yapısal eşitlik modellemesi analizinden elde edilen sonuçlara göre öğrenmeye okul dışında ayrılan zaman ile matematik okuryazarlığı arasında negatif ilişki bulunurken öğretmenin bilişsel etkinleştirme stratejileri kullanması ile matematik okuryazarlığı arasında pozitif ilişki bulunmuştur. Ek olarak, matematik okuryazarlığı öğrenci-öğretmen ilişkisi ile negatif yönde ilişki gösterirken disiplin ortamı ile pozitif yönde ilişki göstermiştir. Öğenci-öğretmen ilişkisi pozitif bir disiplin ortamı ile desteklendiğinde bu değişkenler arasındaki ilişki gelişmektedir. Bu yüzden, derslerin içeriği öğretmenlerin sınıf yönetimini geliştirecek yönde iyileştirilmelidir.

Öğrenme ve Öğretme Süreci Değişkenleri ile PISA 2012 Matematik Okuryazarlığı Arasındaki İlişkiler

Abstract

Keywords

Öğrenme ve Öğretme Süreci, Matematik Okuryazarlığı, Matematik Başarısı, PISA, Yapısal Eşitlik Modellemesi

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