Özel Yetenekli Ortaokul Öğrencilerinin Gerçekçi Problem Kurma Performanslarının Belirlenmesi

Bu araştırmanın amacı özel yetenekli ortaokul öğrencilerinin sınıf düzeyinde kurdukları problemlerin matematiksel geçerlilik, semantik karmaşıklıkları, gerçekçilikleri belirlenmesi ve karşılaştırılmasıdır. Durum çalışması yöntemiyle yürütülen araştırmanın katılımcılarını bir bilim ve sanat merkezinde öğrenim gören 16 altıncı sınıf, beş yedinci sınıf, yedi sekizinci sınıf düzeyinde olmak üzere toplamda 28 özel yetenekli öğrenci oluşturmaktadır. Araştırmada öğrencilerden karmaşık ve gerçek yaşam ile ilişkili matematik problemi kurmaları istenmiştir. Öğrencilerin kurdukları problemler ilk aşamada matematiksel geçerliliğine, ikinci aşamada ise semantik karmaşıklığına ve gerçekçiliğine yönelik analiz edilmiştir. Araştırmada elde edilen sonuçlar, özel yetenekli öğrencilerin geçerli matematik problemleri kurabildiğini göstermiştir. Yine araştırma sonuçları, öğrencilerin problemlerinde farklı semantik yapılara yer veremediği buna karşın gerçekçi matematik problemleri yazabildiklerini göstermiştir. Öğrenciler gerçekçi matematik problemlerinde bağlam seçimlerinin alışveriş, yemek tarifi gibi bağlamlarla sınırlandığı belirlenmiştir. Bu yönüyle öğretmenlerin matematik derslerinde daha fazla gerçek yaşam durumlarına uygun problem kurma ve çözme etkinliklerine yer vermesi gerektiği önerilebilir.

Anahtar Kelimeler:

problem kurma, özel yetenekli öğrenciler, matematiksel geçerlilik, semantik karmaşıklık

Determine of Gifted Middle School Students Problem Posing Performance to Real-life Situations

The study aimed to determine and compare the mathematical validity, semantic complexity, and real-life relationships of problems posed by gifted middle school students in the classroom level. The participants of the research, which was conducted with the case study method, consisted of a total of 28 gifted students, 16 of whom were in the sixth grade, five in the seventh grade, and seven in the eighth grade, studying in a science and art center. In the study, students were asked to pose a complex real-life math problem. The problems posed by the students were analyzed for mathematical validity in the first stage and for semnatic complexity and real-life relationships in the second stage. The study's results showed gifted students could pose valid math problems. Again, the research found that students couldn't incorporate diverse semantic structures in their problems, but they could pose real-life mathematical problems. It has been determined that students context choices are limited to shopping and cooking recipes in real-life math problems. In this respect, it can be suggested that teachers include more problem-posing and solving activities suitable for real-life situations in their mathematics lessons.

Keywords:

problem posing, gifted students, mathematical validity, semantic complexity,

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