Özel Yetenekli Öğrencilerin Gözünden Algoritma Temelli Matematik: Bir Durum Çalışması

Araştırmanın amacı, 4. sınıf matematik dersi öğretim programında yer alan kazanımlara uygun algoritmik etkinlikler hazırlamak ve bu etkinliklere ilişkin özel yetenekli öğrencilerin görüşlerini almaktır. Araştırma nitel araştırma desenlerinden durum çalışması deseni ile yürütülmüştür. Çalışma grubunu Bilim ve Sanat Merkezi (BİLSEM) 4. sınıf düzeyinde öğrenim gören 17 öğrenci oluşturmaktadır. Yürütülen etkinliklere yönelik öğrencilerin görüşlerinin alınabilmesi için yarı yapılandırılmış görüşme formu hazırlanmıştır. Görüşme sorularına ait veriler içerik analiziyle çözümlenmiştir. Algoritmik etkinlikler dijital ortamda algoritma hazırlanabilecek bir Web 2.0 aracı olan Lucidchart ile hazırlanmıştır. Etkinlikler uygulanmadan önce ve uygulandıktan sonra öğrencilerle görüşmeler yapılmıştır. Verilerin analizi sonucunda, yapılan ön görüşmelerde öğrencilerin algoritma ile ilgili bilgi düzeyleri sınırlı düzeydeyken son görüşmelerde bilgi düzeylerinin arttığı görülmüştür. Buna bağlı olarak öğrenciler çok sayıda kod üreterek (ritmik sayma, her yolu hesaplamak, lego, deney, yapay zekâ, yönerge vb.) algoritmik düşünme becerisini açıklayabilmiştir. Matematik etkinliklerinde algoritma kullanmanın eğlenceli, öğretici, kolaylaştırıcı, ilginç, ön bilgileri açığa çıkarıcı, matematiği sevdirici ve yönlendirici olduğu belirlenmiştir. Bunun yanında algoritmanın adım adım ilerleme ve hemen sonuca ulaşma konusunda sınırlılıklarından dolayı yorucu ve sıkıcı olduğu ortaya çıkmıştır. Matematik derslerinde algoritma kullanılması öğrencilerin algoritmik düşünme becerilerini geliştireceği gibi matematiksel becerilerinin gelişimine de katkı sunabilir. Ayrıca bu etkinliklerin Web 2.0 araçları kullanılarak yaygınlaştırılması önerilmektedir.

Anahtar Kelimeler:

Matematik eğitimi, Algoritma, Özel yetenekli öğrenci, Öğrenci görüşleri

Algorithm-based mathematics from the perspective of gifted students: A case study

An algorithm in mathematics is the design of a simple, clear, and specific order of the way to solve a problem. Designing an algorithm in accordance with the rules on the solution of a well-defined sample problem will enable students to consciously manage their own learning processes in solving the problem. The study aims to prepare algorithmic activities in accordance with the learning outcomes of the 4th-grade mathematics curriculum and to obtain the opinions of gifted students about these activities. The research was conducted using a case study design, one of the qualitative research designs. The study group consisted of 17 students studying at the 4th grade level of Science and Art Centre (SAC) in Afyonkarahisar province located in the west of Turkiye. The algorithmic activities were prepared with Lucidchart, a Web 2.0 tool that can prepare algorithms in a digital environment. In order to obtain the students' opinions about the activities carried out, a semi-structured interview form was prepared. The students were interviewed before and after the implementation of the activities. In the interview form, students' knowledge levels about algorithms were analyzed with Wilcoxon Signed Rank test. Students' algorithmic thinking awareness and their views on algorithm-based mathematics activities were analyzed by content analysis. As a result of the data analysis, while the students' knowledge level of the algorithm was low before the application, it increased to a high level after the application and revealed a significant difference. Accordingly, students were able to explain algorithmic thinking skills by producing many codes (rhythmic counting, calculating each path, Lego, experiment, artificial intelligence, instruction, etc.). The use of algorithms in mathematical activities was found to be fun, instructive, facilitating, interesting, revealing of prior knowledge, endearing, and a guide to mathematics. On the other hand, the use of algorithms was found to be tiring and boring due to its limitations in terms of step-by-step progress and immediate achievement of the result. The use of algorithms in mathematics teaching can improve students' algorithmic thinking skills and contribute to the development of their mathematical skills. In addition, it is suggested that these activities should be disseminated through the use of Web 2.0 tools.

Keywords:

Mathematics education, Algorithm, Gifted student, Student opinion,

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