7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

Year 2016, Volume: 5 Issue: 1, 18 - 32, 31.01.2016

Ümran Cebesoy , Betül Yeniterzi

https://doi.org/10.19128/turje.51242

Cited By: 4

Abstract

Integration of science and mathematics as well as with other disciplines is overarching goal of science education. Although its importance, teachers have concerns about mathematical difficulties that their students encountered during their teaching. One of the most common subjects that students have mathematical difficulties was reported as physics.  With this regard, the present study is aimed to investigate 7^th grade students’ mathematical errors in a physics unit, specifically force and motion unit. We collected data from 129 7^th grade middle school students which were chosen conveniently throughout an open-ended questionnaire. The findings revealed that the students encountered difficulties in ratio and proportion and conversion of units, topics as well as ordering numbers while answering the questions in this unit. Implication for science courses was discussed

Keywords

Force and motion, mathematical difficulties, integration, science, mathematics

Yedinci Sınıf Öğrencilerinin Kuvvet ve Hareket Ünitesi’nde Yaşadıkları Matematiksel Zorluklar

Abstract

Fen-matematik disiplinlerinin entegrasyonu, fen eğitiminin önemli amaçlarından biridir. Fen-matematik entegrasyonun önemi vurgulanmasına rağmen, fen bilimleri öğretmenleri derslerinde sıklıkla matematiksel zorluklarla karşılaştıklarını belirtmektedir. Öğrencilerin matematik temelli zorluklar yaşadığı konulardan biri de fizik konularıdır. Buradan yola çıkılarak bu araştırmada, yedinci sınıf öğrencilerinin bir fizik konusu olan Kuvvet ve Hareket Ünitesinde yaşadıkları matematik temelli sorunların belirlenmesi amaçlanmıştır. Veriler, uygun örneklem yöntemi ile seçilmiş yedinci sınıf öğrencilerinden (N=129) açık uçlu sorular yardımıyla toplanmıştır. Bulgular, bu ünitede öğrencilerin oran-orantı ve birim çevirme gibi matematiksel zorluklar yaşadığını ortaya koymuştur. Bulgulara dayanılarak fen dersleri için çeşitli öneriler getirilmiştir.

Keywords

Kuvvet ve hareket, matematiksel zorluklar, entegrasyon, fen, matematik

References

• Akatugba, A. H., & Wallace, J. (1999). Sociocultural influences on physics students’ use of proportional reasoning in a non-western country. Journal of Research in Science Teaching, 36(3), 305-320.
• Akinci, B., Uzun, N., & Kisoglu, M. (2015). Fen bilimleri öğretmenlerinin meslekte karşılaştıkları problemler ve fen öğretiminde yaşadıkları zorluklar. International Journal of Human Sciences, 12(1), 1189-1215. doi: 10.14687/ijhs.v12i1.3188
• Aycan, Ş., & Yumuşak, A. (2003). Lise müfredatındaki fizik konularının anlaşılma düzeyleri üzerine bir araştırma. Milli Eğitim Dergisi, 159, 171-180.
• Basista, B., & Mathews, S. (2002). Integrated science and mathematics professional development programs. School Science and Mathematics, 102(7), 359-370.
• Baskan, Z., Karal, N., & Karal, I.S. (2010). Physics and mathematics teachers’ ideas about topics that could be related or integrated. Procedia - Social and Behavioral Sciences, 2(2), 1558–1562
• Basson, I. (2002). Physics and mathematics as interrelated fields of thought development using acceleration as an example, International Journal of Mathematical Education in Science and Technology, 33(5),679-690.
• Berlin, D. F., & Lee, H. (2005). Integrating Science and Mathematics Education: Historical Analysis. School Science and Mathematics, 105(1), 15-24
• Berlin, D.F., & White, A.L. (2012). A Longitudinal Look at Attitudes and Perceptions Related to the Integration of Mathematics, Science, and Technology Education. School Science and Mathematics, 112(1), 20-30
• Butuner, S. Ö. & Uzun, S. (2010). Fen öğretiminde karşılaşılan matematik temelli sıkıntılar: Fen ve teknoloji öğretmenlerinin tecrübelerinden yansımalar, Kuramsal Eğitimbilim, 4(2), 262-272.
• Capraro, M. M., Kulm, G., & Capraro, R. M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics, 105(4), 165-174.
• Cetin, S.C., Corlu M.S., Capraro M.M., & Capraro R.M. (2015). A longitudinal study of the relationship between mathematics and science: the case of Texas. International Journal of Contemporary Educational Research, 2(1), 13-21.
• Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74-85
• Çorlu, M. A., & Corlu, M. S. (2012). Scientific inquiry based professional development models in teacher education. Educational Sciences: Theory & Practice, 12(1), 514–521.
• Corlu, M. S., Capraro, R. M., & Çorlu, M. A. (2011). Developing algorithmic computations with the help of science: A Turkish middle and high school grades study. The Turkish Online Journal of Educational Technology, 10(2), 72–81.
• Corlu, M. S., Capraro, R. M., & Çorlu, M. A. (2015). Investigating the mental readiness of pre-service teachers for integrated teaching. International Online Journal of Educational Sciences, 7(1), 17-28
• Czerniak, C. M. (2007) Interdisciplinary science teaching. In S. K. Abell, and N. G. Lederman, (Eds.), Handbook of Research on Science Education, (pp. 537-560). New York and London: Routledge.
• Czerniak,M.C., Weber, W.B., Sandmann, A.J., & Ahern,J. (1999).A literature review of science and mathematics integration. School Science and Mathematics 99(8), 421-430.
• Demirci, N., & Uyaik, F., (2009). Onuncu Sınıf Öğrencilerinin Grafik Anlama ve Yorumlamaları İle Kinematik Başarıları Arasındaki İlişki. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(2), 22-51.
• Dole, S., & Shield, M. (2008). The capacity of two Australian eighth-grade textbooks for promoting proportional reasoning, Research in Mathematics Education, 10(1), 19-35, doi: 10.1080/14794800801915863
• Frykholm, J., & Glasson, G. (2005). Connecting science and mathematics instruction: Pedagogical context knowlege for teachers. School Science and Mathematics, 105(3), 127-141.
• Furner, J. M., & Kumar, D. D. (2007). The mathematics and science integration argument: A stand for teacher education. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 185-189.
• Geary, D. C., Liu, F., Chen, G., Saults, S. J., & Hoard, M. K. (1999). Contributions of computational fluency to cross-national differences in arithmetical reasoning abilities. Journal of Educational Psychology, 91(4), 716-719.
• Howe, C., Nunes,T., & Bryant, P. (2010a).Rational number and proportional reasoning:Using intensive quantities to promote achievement in mathematics and science. International Journal of Science and Mathematics Education, 9, 391- 417.
• Howe, C., Nunes,T., & Bryant, P. (2010b). Intensive quantities: Why they matter to developmental research. British Journal of Developmental Psychology, 28, 307–329
• Hurley, M.M. (2001). Reviewing integrated science and mathematics: the search for evidence and definitions from new perspectives. School Science and Mathematics, 101(5), 259-268.
• Karaer, H. (2006). Fen bilgisi öğretmenlerinin ilköğretim II.kademedeki fen bilgisi öğretimi hakkındaki görüşleri (Amasya örneği). Erzincan Eğitim Fakültesi Dergisi, 8(2), 97-111.
• Karakuyu, Y. (2008). Fizik Öğretmenlerinin Fizik Eğitiminde Karşılaştığı Sorunlar: Afyonkarahisar Örneği. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(10), 147-159
• Kıray, S.A., & Kaptan, F. (2012). The effectiveness of an integrated science and mathematics program: Science-centered mathematics assisted integration. Energy Education Science and Technology Part B: Social and Educational Studies, 4(2), 943-956.
• Kıray, S.A., Gök, B.,Çalişkan,İ.,& Kaptan,F. (2008). Perceptions of science and mathematics teachers about the relations between what courses for qualified science mathematics education in elementary schools. In Ö.Demirel& A.M.Sünbül (Eds.). Further Education in the Balkan Countries, 2, pp. 889-897.
• Koirala, H. P., & Bowman, J. K. (2003). Preparing middle level preservice teachers to integrate mathematics and science: problems and possibilities. School Science and Mathematics, 103(3). 145-154
• Lamon, S. J. (2007). Rational numbers and proportional reasoning: Towards a theoretical framework for research. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 629–667). Charlotte: Information Age Publishing.
• LeCompte, M. D., & Goetz, J. P. (1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52(1), 31-60.
• Li, M., Shavelson, R. J., Kupermintz, H., & Ruiz-Primo, M. A. (2002). On the relationship between mathematics and science achievement in the United States. In D. F. Robitallie and A. E. Beaton (eds.). Secondary analysis of the TIMSS data (pp. 233-249). Kluwer Academic Publisher: the Netherlands.
• Maxwell, J. A. (1994). Qualitative research design: An interactive approach: An interactive approach. Thousand Oaks, CA: Sage Publications.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco (CA): John Wiley & Sons.
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage Publications.
• National Council of Teachers of Mathematics (NCTM) (2000). Principles and standards of school mathematics. Reston, VA.
• National Research Council (NRC) (1996). National Science Education Standards. Washington, DC: The National Academies Press.
• NGSS Lead States (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
• Offer, J., & Vasquez-Mireles, S. (2009). Mix it up: Teacher’s beliefs on mixing mathematics and science. School Science and Mathematics, 109(3), 146-152.
• Oon, P. T., & Subramaniam, R. (2011). On the declining interest in physics among students—from the perspective of teachers. International journal of Science education, 33(5), 727-746.
• Orton,T., &Roper, T. (2000).Science and mathematics: A relationship in need of counselling? Studies in Science Education,35(1), 123-153
• Park-Rogers, M. A., Volkmann, M.J., & Abell, S. K. (2007). Science and mathematics: A natural connection. Science and Children, 45(2), 60-61.
• Ríordáin, M., Johnston, J., & Walshe, G. (2015): Making mathematics and science integration happen: key aspects of practice, International Journal of Mathematical Education in Science and Technology, doi: 10.1080/0020739X.2015.1078001
• Roehrig, G. H., Moore, T. J., Wang, H.-H. and Park, M. S. (2012) 'Is Adding the E Enough? Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration', School Science and Mathematics, 112(1), 31-44.
• Roth, W. M., & Bowen, G. M. (1999). Complexities of graphical representations during ecology lectures: An analysis rooted in semiotics and hermeneutic phenomenology. Learning and Instruction, 9(3), 235-255.
• Sahin, E., & Yagbasan, R. (2012). Determining which introductory physics topics pre-service physics teachers have difficulty understanding and what accounts for these difficulties. European Journal of Physics, 33(2), 315.
• Sulun, A., Oktay-Ciminli, E., & Sanalan, V. (2014). Öğrenci ve öğretmenlerin fen ve teknoloji dersinin yaşamimizdaki sürat konusundaki matematik becerileri üzerine görüşleri. Erzincan Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 7(1), 37-55. doi:http://dx.doi.org/10.18185/eufbed.83955
• Venville, G., Rennie L., & Wallace, J. (2004). Decision making and sources of knowledge: how students tackle integrated tasks in science, technology and mathematics. Research in Science Education, 34, 115-135
• Wang, J. (2005). Relationship between mathematics and science achievement at the 8th grade. International Online Journal Science Math Education, 5, 1-17.
• Westbrook, S.L. (1998). Examining the conceptual organization of students in an integrated algebra and physical science class. School Science and Mathematics, 98(2), 84-92.
• Cebesoy, Ü. B., & Yeniterzi, B. (2014). Investigation of Science and Technology Exam Questions in Terms of Mathematical Knowledge. Procedia - Social and Behavioral Science, 116, 2711-2716
• Yildirim, A. & Simsek, H. (2009). Nitel araştırma yöntemleri (6th ed.). Ankara: Seckin Publishing