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Examination of the Processes of Grade 7 Students to Constructing The Area Formula of Quadrilateral: RBC+C Model

Year 2022, Volume: 11 Issue: 2, 420 - 437, 30.06.2022

Duygu Altaylı Özgül , Abdullah Kaplan

https://doi.org/10.30703/cije.1052000

Abstract

In this study, it is aimed to analyze the formation processes of 7th grade students in constructing area formulas in quadrilaterals according to the RBC+C model. In this study, case study, one of the qualitative research methods, was used. The study group of the research consists of 7th grade students in a public secondary school in the Central Anatolia region. While one of the two randomly selected classes was educated according to the teaching activities prepared according to the epistemic actions of the RBC+C model, the other class was taught according to the mathematics curriculum of the Ministry of National Education. Then, a total of 6 students, one from each with low, medium and high achievement levels, were selected from these two classes according to the maximum diversity sampling method. Semi-structured interviews were conducted with these students. As a data collection tool, two questions developed by the researcher to construction the area formula of the trapezoid and rhombus were used. The data obtained as a result of individual interviews with the students were analyzed using the RBC+C model. As a result of the study, the students in the classroom taught with the activities prepared according to the epistemic actions of the RBC+C model; It has been seen that the quadrilaterals pass to the level of creation by using the existing information structures in the process of constructing the area formula. It has also been observed that students with low achievement levels exhibit a self-confident attitude and try to explain their ideas using mathematical language. In line with these results, it is considered necessary and recommended to organize teaching activities that will allow students to learn meaningfully.

Keywords

Abstraction processes RBC+C model geometric shapes geometry teaching measuring area

References

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7. Sınıf Öğrencilerinin Dörtgenlerin Alan Formüllerini Oluşturma Süreçleri: RBC+C Modeli

Year 2022, Volume: 11 Issue: 2, 420 - 437, 30.06.2022

Duygu Altaylı Özgül , Abdullah Kaplan

https://doi.org/10.30703/cije.1052000

Abstract

Bu çalışmada, 7. Sınıf öğrencilerinin dörtgenlerde alan formülü oluşturma konusundaki oluşturma süreçlerinin RBC+C modeline göre analiz edilmesi amaçlanmıştır. Bu araştırmada nitel araştırma yöntemlerinden durum çalışmasından yararlanılmıştır. Araştırmanın çalışma grubunu İç Anadolu bölgesindeki bir devlet ortaokulundaki 7. sınıf öğrencileri oluşturmaktadır. Rastgele seçilen iki sınıftan birine RBC+C modelinin epistemik eylemlerine göre hazırlanan öğretim faaliyetlerine göre eğitim yapılırken diğer sınıfa Milli Eğitim Bakanlığı matematik ders öğretim programına göre öğretim yapılmıştır. Daha sonra bu iki sınıftan maksimum çeşitlilik örnekleme yöntemine göre düşük, orta ve yüksek başarı düzeyine sahip birer öğrenci olmak üzere toplam 6 öğrenci seçilmiştir. Bu öğrencilerle yarı yapılandırılmış görüşme yapılmıştır. Veri toplama aracı olarak araştırmacı tarafından, yamuk ve eşkenar dörtgenin alan formülünü oluşturmalarına yönelik geliştirilen iki soru kullanılmıştır. Öğrencilerle yapılan bireysel görüşmeler sonucunda elde edilen veriler RBC+C modelinden yararlanılarak analiz edilmiştir. Çalışmanın sonucunda RBC+C modelinin epistemik eylemlerine göre hazırlanan etkinliklerle öğretim yapılan sınıftaki öğrencilerin; dörtgenlerin alan formülünü oluşturma süreçlerinde var olan bilgi yapılarını kullanarak oluşturma düzeyine geçtikleri görülmüştür. Ayrıca düşük başarı düzeyine sahip öğrencilerin özgüvenli bir tavır sergilediği ve matematiksel dil kullanarak fikirlerini açıklamaya çalıştığı da gözlemlenmiştir. Bu sonuçlar doğrultusunda öğrencilerin anlamlı öğrenmelerine fırsat verecek öğretim etkinliklerinin düzenlenmesi gerekli görülmekte ve önerilmektedir

Keywords

Soyutlama süreçleri RBC+C modeli geometrik şekiller geometri öğretimi alan ölçme

References

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  • Altun, M., ve Yılmaz, A. (2010). Lise öğrencilerinin parçalı fonksiyon bilgisini oluşturma ve pekiştirme süreci. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 311-337. http://dergipark.ulakbim.gov.tr/uefad/article/viewFile/5000152459/5000138271 adresinden edinilmiştir.
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  • Dooley, T. (2007). Construction of knowledge by primary pupils: The role of whole-class interaction. CERME-5,1658-1668. Retrieved from https://www.researchgate.net/profile/Therese_Dooley/publication/265929686.pdf
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  • Dreyfus, T., Hadas, N., Hershkowitz, R., and Schwarz, B. B. (2006). Mechanisms for consolidating knowledge construct. J. Novotna, H. Moraova, M. Kratha & N. Stehlikova (Eds.), Proceedings of the 30th Conference of International Group for the Psychology of Mathematics Education, Prague, Czech Repuclic: Charles University Faculty of Education, 2, 465-472.
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  • Hershkowitz, R., Hadas, N., and Dreyfus, T. (2006). Diversty in the construction of a group’s shared knowledge. J. Novatha, H. Moraova, M. Kratka & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education, 297-304. Prague : PME.
  • Hershkowitz, R., Hadas, N., Dreyfus, T., and Schwarz, B. (2007). Abstracting processes, from individuals’ constructing of knowledge to a group’s shared knowledge. Mathematics Education Research, 19(2), 41-68. Retrieved from https://link.springer.com/content/pdf/10.1007%2FBF03217455.pdf
  • Hershkowitz, R., Schwarz, B. B., and Dreyfus, T. (2001). Abstraction in context: Epistemic actions. Journal for Research in Mathematics Education, 32(2), 195-222. http://dx.doi.org/10.2307/749673
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Details

Primary Language Turkish
Journal Section Research Article
Authors

Duygu Altaylı Özgül 0000-0003-2749-5050

Abdullah Kaplan 0000-0001-6743-6368

Publication Date June 30, 2022
Published in Issue Year 2022Volume: 11 Issue: 2

Cite

APA Altaylı Özgül, D., & Kaplan, A. (2022). 7. Sınıf Öğrencilerinin Dörtgenlerin Alan Formüllerini Oluşturma Süreçleri: RBC+C Modeli. Cumhuriyet Uluslararası Eğitim Dergisi, 11(2), 420-437. https://doi.org/10.30703/cije.1052000
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