Sixth grade students’ performance on length, area, and volume measurement

Bu çalışmanın amacı, altıncı sınıf öğrencilerinin uzunluk, alan ve hacim ölçüleri konularındaki kavramsal ve işlemsel bilgilerini ve sözel problem çözme becerilerini araştırmaktır. Çalışmanın verileri, Ankara İli'ndeki devlet ilköğretim okullarında öğrenim gören 445 altıncı sınıf öğrencisinden Kavramsal Bilgi Testi, İşlemsel Bilgi Testi ve Sözel Problem Testi yoluyla toplanmıştır. Bulgular, ölçüler konusunun temelini oluşturan kavramların anlamlandırılması ve koordinasyonunu gerektiren sorulara göre, öğrencilerin işlemsel bilgiye dayalı sorularda daha başarılı olduğunu göstermiştir. Bunun yanı sıra, öğrencilerin hem testlerdeki başarısı arasında hem de ölçüler konusunun alt boyutları (uzunluk, alan ve hacim) arasında anlamlı bir ilişki bulunmuştur. Ayrıca, öğrencilerin testlerde gösterdikleri genel başarı, önceki döneme ait matematik dersi genel başarı notuna göre anlamlı olarak farklılaşırken, cinsiyet açısından anlamlı bir fark bulunamamıştır.

Altıncı sınıf öğrencilerinin uzunluk, alan ve hacim ölçülerindeki performansları

The purpose of this study was to investigate sixth grade students’ conceptual and procedural knowledge and word problem solving skills in the domain of length, area, and volume measurement. Through Conceptual Knowledge, Procedural Knowledge, and Word- Problem Tests, data was collected from 445 sixth-grade students attending public primary schools in Ankara, Turkey. The findings revealed that the students were more successful in computational tasks than tasks requiring acquisition and coordination of underpinnings of measurement. A significant relationship not only between the tests, but also between the domains of measurement was observed. The overall performances of the students on the tests significantly differed according to previous mathematics achievement, but no gender difference was observed.

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