İlköğretim Öğrencilerinin Gerçek Yaşam Durumlarındaki Ölçüsel Tahmin Performansları ve Kullandıkları Stratejiler

Bu çalışma ile ilköğretim 5. sınıf öğrencilerinin ölçmeye dayalı tahmin etmelerini gerektiren günlük yaşam durumlarında ne tür stratejiler kullandıkları ve bu strateji kullanma ile başarı düzeyleri arasında bir ilişki olup olmadığı araştırılmıştır. Araştırmaya toplam 40 öğrenci katılmış olup, bu öğrenciler arasından başarı düzeyleri farklı olan 15 öğrenci ile de klinik görüşmeler gerçekleştirilmiştir. Araştırmadan elde edilen bulgulara bakıldığında, ilköğretim öğrencilerinin gerçek yaşam durumlarının lineer özelliklerini (genişlik, yükseklik) tahmin etmede öncelikle rasgele tahmin etme yoluna gittiklerini, ikinci olarak da karşılaştırma ve önceki bilgi+karşılaştırma stratejilerini kullandıkları görülmüştür. Öğrencilerin kullandıkları bu stratejilerin başarı düzeylerine göre farklılaşıp farklılaşmadığına bakıldığında ise, başarı düzeyi yüksek ve orta olan öğrencilerin karşılaştırma, birim tekrarı, önceki bilgi, parçalama ve bunların birleşimini kullanırken, başarı düzeyi düşük olanların ise rasgele tahmine daha çok başvurdukları belirlenmiştir

Anahtar Kelimeler:

İlköğretim öğrencileri, tahmin, ölçüsel tahmin, ölçüsel tahmin stratejileri

Primary School Students\' Measurement Estimation Performance and Strategies They Used in Real Life Situations

This study aimed at finding out performance and measurement estimation strategies of primary school fifth grade students in real life situations. In addition, the study has also investigated the relationship between students’ success and the strategy they used. Data were collected from 40 participants. Task-based interviews were conducted with 15 students representing different achievement levels in mathematics. The results of the study indicated that primary school fifth grade students had a tendency to primarily use rough guess strategy in order to determine the linear properties of real life objects. Comparison and prior knowledge+ comparison strategies were used secondly by the participants. The strategies used by participants varied according to the students’ achievement levels. Although high and typical achievers used comparison, unit iteration, prior knowledge, chunking and using a combination of these, low achievers used rough guess strategy more often. Implications for mathematics education at the elementary level were discussed.

Keywords:

primary school students, estimation, measurement estimation, measurement estimation strategies,

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