Öz
Anahtar Kelimeler
Kaynakça
- Ahmed, A., & Pollitt, A. (2007). Improving the quality of contextualized questions: An experimental investigation of focus. Assessment in Education, 14 (2), 201-232.
- Artut, P. D. & Tarım, K. (2006). Examination of primary school students' level of solving non-routine verbal problems, solution strategies and error types. Çukurova University Journal of Social Sciences Institute, 15 (2), 39-50.
- Batur, Z., Beyret, N., & Ulutaş, M. (2019). Examination of 2018 LGS Turkish questions in terms of PISA reading skills objectives. Journal of National Education, 48 (1), 595-615.
- Göktürk, Ş., & Kaya, B. (2019). Highly decisive exams and its implications for teacher motivation in achieving school programs and goals. Journal of MSKU Education Faculty, 6 (1), 1-19.
- Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping (Part 2): Designing problems and structuring groups. American Journal of Physics, 60 (7), 637-644.
- İlber, A., Kabuklu, Ü., Tuna, A., & Uysal, R. (2018). Opinions of mathematics teachers of support and training courses on sample mathematics questions of the high school entrance exam. Asian Journal of Teaching, 6 (2), 63-80.
- İncebacak, B. B., & Ersoy, E. (2016). Problem solving skills of secondary school students. China USA Business Review, 15 (6), 275-285.
- Kablan, Z., & Bozkuş, F. (2021). Teacher and student views on mathematics problems in high school entrance exams. Journal of Mersin University Faculty of Education, 17 (1), 211-231.
- Kaya, S., & Kablan, Z. (2018). The analysis of the studies on non-routine problems. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12 (1), 25- 44.
- Kaya, S., Kablan, Z., & Rice, D. (2014). Examining question type and the timing of IRE pattern in elementary science classrooms. Journal of Human Sciences, 11 (1), 621-641.
- Kayhan, M. A., Cangüven, H. D., Kayhan, S., & Kayhan, F. (2022). The effect of new generation mathematics questions on the psychology of secondary school students. Icel Magazine, 2 (2), 77-90.
- MEB (2018). Central Exam Application and Application Guide for Secondary Education Institutions That Will Accept Students by Exam. Retrieved from http://www.meb.gov.tr/sinavlar/dokumanlar/2018/MERKEZI_SINAV_BASVURU_VE _UYGULAMA_KILAVUZU.pdf on 10.05.2018.
- Sanca, M., Artun, H., Bakırcı, H., & Okur, M. (2021). Evaluation of secondary school skill-based questions according to the reconstructed Bloom taxonomy. YYU Faculty of Education Journal, 18 (1) 219-248.
- Şen, E. Ö., & Ünal, D. P. (2021). Evaluation of Mathematics Curriculum According to Eisner Educational Criticism Model. Journal of Yüzüncü Yıl University, Faculty of Education, 18 (2), 605-632.
- Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context based PISA mathematics tasks: An analysis of students' errors. The Mathematics Enthusiast, 11 (3), 555-584.
- Yıldırım, A., & Şimşek, H. (2005). Qualitative Research Methods in the Social Sciences. Ankara: Seçkin Publishing.
Evaluation of Mathematics Sample Questions Published for LGS According to the Opinions of Secondary School Students
Öz
In this study, it is aimed to evaluate the mathematics sample questions published for LGS according to the opinions of secondary school students. Therefore, this research used a case study, one of the qualitative research approaches, which aims to determine the views of secondary school students on the mathematics sample questions for LGS, which is defined as the "new generation question" published by the Ministry of National Education. Interview method in qualitative research techniques was adopted as the data collection method of the study. The interview form developed by the researchers was used. The data obtained in this research were analyzed with the descriptive analysis method. Evaluation of the mathematics sample questions published for LGS according to the opinions of secondary school students, the result obtained in the related research; It can be said that there are opinions that are suitable in daily life but are more difficult than the old question types, that they are made difficult by participating in a plot, that there are question types that they are not accustomed to, that they affect them psychologically because they are difficult to solve. It was observed that the emergence of these unfamiliar question types increased the anxiety level of the student, and caused a loss of motivation, and some students stated that they were hopeless. In line with the results of the study, it is thought that the positive effects of the new generation questions will be explained in detail and the attitudes in this direction and the students' development of their own solution techniques while solving the new generation mathematics questions will have positive effects.
Anahtar Kelimeler
Kaynakça
- Ahmed, A., & Pollitt, A. (2007). Improving the quality of contextualized questions: An experimental investigation of focus. Assessment in Education, 14 (2), 201-232.
- Artut, P. D. & Tarım, K. (2006). Examination of primary school students' level of solving non-routine verbal problems, solution strategies and error types. Çukurova University Journal of Social Sciences Institute, 15 (2), 39-50.
- Batur, Z., Beyret, N., & Ulutaş, M. (2019). Examination of 2018 LGS Turkish questions in terms of PISA reading skills objectives. Journal of National Education, 48 (1), 595-615.
- Göktürk, Ş., & Kaya, B. (2019). Highly decisive exams and its implications for teacher motivation in achieving school programs and goals. Journal of MSKU Education Faculty, 6 (1), 1-19.
- Heller, P., & Hollabaugh, M. (1992). Teaching problem solving through cooperative grouping (Part 2): Designing problems and structuring groups. American Journal of Physics, 60 (7), 637-644.
- İlber, A., Kabuklu, Ü., Tuna, A., & Uysal, R. (2018). Opinions of mathematics teachers of support and training courses on sample mathematics questions of the high school entrance exam. Asian Journal of Teaching, 6 (2), 63-80.
- İncebacak, B. B., & Ersoy, E. (2016). Problem solving skills of secondary school students. China USA Business Review, 15 (6), 275-285.
- Kablan, Z., & Bozkuş, F. (2021). Teacher and student views on mathematics problems in high school entrance exams. Journal of Mersin University Faculty of Education, 17 (1), 211-231.
- Kaya, S., & Kablan, Z. (2018). The analysis of the studies on non-routine problems. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 12 (1), 25- 44.
- Kaya, S., Kablan, Z., & Rice, D. (2014). Examining question type and the timing of IRE pattern in elementary science classrooms. Journal of Human Sciences, 11 (1), 621-641.
- Kayhan, M. A., Cangüven, H. D., Kayhan, S., & Kayhan, F. (2022). The effect of new generation mathematics questions on the psychology of secondary school students. Icel Magazine, 2 (2), 77-90.
- MEB (2018). Central Exam Application and Application Guide for Secondary Education Institutions That Will Accept Students by Exam. Retrieved from http://www.meb.gov.tr/sinavlar/dokumanlar/2018/MERKEZI_SINAV_BASVURU_VE _UYGULAMA_KILAVUZU.pdf on 10.05.2018.
- Sanca, M., Artun, H., Bakırcı, H., & Okur, M. (2021). Evaluation of secondary school skill-based questions according to the reconstructed Bloom taxonomy. YYU Faculty of Education Journal, 18 (1) 219-248.
- Şen, E. Ö., & Ünal, D. P. (2021). Evaluation of Mathematics Curriculum According to Eisner Educational Criticism Model. Journal of Yüzüncü Yıl University, Faculty of Education, 18 (2), 605-632.
- Wijaya, A., van den Heuvel-Panhuizen, M., Doorman, M., & Robitzsch, A. (2014). Difficulties in solving context based PISA mathematics tasks: An analysis of students' errors. The Mathematics Enthusiast, 11 (3), 555-584.
- Yıldırım, A., & Şimşek, H. (2005). Qualitative Research Methods in the Social Sciences. Ankara: Seçkin Publishing.
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Alan Eğitimleri |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Erken Görünüm Tarihi | 19 Eylül 2023 |
| Yayımlanma Tarihi | 30 Aralık 2023 |
| Gönderilme Tarihi | 12 Ocak 2023 |
| Kabul Tarihi | 24 Ocak 2023 |
| Yayımlandığı Sayı | Yıl 2023 Cilt: 7 |
JAER Eğitim Bilimleri alanında makaleler yayımlayan uluslararası indekslerde taranan hakemli uluslararası bir dergidir.