Ortaokul Öğrencilerinin Aritmetiksel İfadelere Yönelik Problem Kurma Becerilerinin İşlem Önceliği Bağlamında İncelenmesi

Year 2018, Volume: 9 Issue: 2, 170 - 191, 29.08.2018

Mehmet Fatih Öçal , Ali Sabri İpek , Ercan Özdemir , Tuğrul Kar

https://doi.org/10.16949/turkbilmat.333037

Abstract

Bu araştırmada, ortaokul altıncı sınıf öğrencilerinin aritmetiksel
ifadelere yönelik problem kurma becerilerinin incelenmesi ve bu bağlamda düşük
başarıya neden olabilecek etkenlerden biri olarak işlem önceliği kuralının
rolünün belirlenmesi hedeflenmiştir. Araştırma, Doğu Karadeniz bölgesindeki bir
ilde öğrenim gören 96 ortaokul altıncı sınıf öğrencisiyle yürütülmüştür.
Öğrencilerden doğal sayılarla toplama, çıkarma, çarpma ve bölme işlemlerinden
ikisini içeren aritmetiksel ifadelere yönelik günlük yaşam durumlarıyla
ilişkili hikayeler oluşturmaları istenmiştir. Oluşturulan hikâyeler; günlük
yaşam durumlarıyla ilişkilendirme, işlemlerin/sayıların ifade edilmesi ve işlem
önceliği dikkate alınarak analiz edilmiştir. Elde edilen bulgulara göre, bütün
maddeler için işlem önceliği kuralının ihmal edilmesinden kaynaklı hatalı
cevapların oranlarının %11’in altında olduğu tespit edilmiştir. Öğrencilerin
yaşadıkları güçlüklerin aritmetiksel ifadelerdeki sayı ve işlemleri günlük
yaşam içerisinde sözel olarak ifade etmede daha fazla yoğunlaştığı
belirlenmiştir. Aritmetiksel ifadelerdeki işlem ve sayıların ifade edilemediği
cevapların oransal olarak yüksek olması, işlem önceliği kuralının problem kurma
bağlamında değerlendirilmesinin etkili bir yaklaşım olmadığını ortaya
koymuştur.

Keywords

Problem kurma, işlem önceliği, aritmetiksel işlemler

Investigation of Elementary School Students’ Problem Posing Abilities for Arithmetic Expressions in the Context of Order of Operations

Abstract

In this study, the aim is two folds; investigating sixth grade
elementary school students’ problem posing abilities for arithmetic expression
and, in this context, determining the role of order of operations rules, one of
the factors that may result in low achievement among students. The study is
conducted to 96 sixth grade enrolled in a public elementary school located in a
city at East Black Sea Region. Students were expected to create stories related
to daily life situations for arithmetic expressions involving any two of
addition, subtraction, multiplication, and division of natural numbers. The
stories created were analyzed according to the criteria of being associated
with daily life, whether the operations/numbers were expressed in them and
order of operations. The findings gathered revealed that the percentages of
incorrect answers reasoning from ignoring the order of operations were less
than 11% for all items. It was determined that the difficulties experienced by
students were more commonly observed in the attempts to express the numbers and
operations found in the arithmetic operations verbally in daily life context.
Considering the high percentage of students’ responses which stories they
created did not signify the numbers and operations found in the arithmetic
expressions, it was not an effective approach to evaluate the process of order
of operations in the context of problem posing.

Keywords

Problem posing, order of operations, arithmetic operations

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