The Evaluation of the Relationship Between PreService Elementary Mathematics Teachers' Mathematical Modeling and Reading Comprehension Skills

Problemin ne sorduğunu anlamada yaşanacak sorun, matematiksel modelleme sürecini doğrudan etkileyecektir. Bu bağlamda araştırmanın amacı; ilköğretim matematik öğretmen adaylarının okuduğunu anlama becerisi ile matematiksel modellemeyi gerektiren gerçek bir yaşam problemini anlama becerisi arasında bir ilişki olup olmadığını araştırmaktır. Elde edilecek bulguların, matematiksel modelleme yeterliğini etkileyen matematik dışı faktörlerin ortaya konması ayrıca, modelleme yeterliğinin geliştirilmesi için düzenlenecek eğitim ortamlarının planlanması açısından önemli olduğu düşünülmektedir.Araştırmaya, 4. sınıfta öğrenim gören 38 ilköğretim matematik öğretmeni adayı katılmıştır. Araştırmanın amacı doğrultusunda, öğrenci grubuna önce matematiksel modelleme ile ilgili bir problem sorulmuş, sonra ise okuduğunu anlama becerilerini ölçen çoktan seçmeli bir test uygulanmıştır. Matematiksel modelleme problemine dayanarak öğrenciler dört kategoriye ayrılmış ve bu kategorilerde yer alan öğrencilerin kavrama testinden aldıkları puanlar arasında bir fark olup olmadığına KruskalWallis ve Mann-Whitney U testleriyle bakılmıştır. Sonuç olarak, matematiksel modelleme problemini iyi kavrayanlar kategorisinde yer alan öğrencilerin okuduklarını diğer kategoridekilere göre daha iyi anladıkları ortaya çıkmıştır

İlköğretim Matematik Öğretmeni Adaylarının Matematiksel Modelleme ile Okuduğunu Anlama Becerileri Arasındaki İlişkinin Değerlendirilmesi

The purpose of this study was to investigate whether there is a relationship between pre-service teachers' reading comprehension and mathematical modeling skills. 38 students who were seniors majoring in the Department of Elementary Mathematics Education participated in this study. Students were asked to solve the problem given, and then they took a multiple-choice test that measures their comprehension skills. After examining students' problem solving strategies, those who used similar strategies were grouped together. It was determined that there were four groups formed based on understanding the problem. Reading comprehension test scores were used to check whether four groups of students significantly differed from each other, and Kruskal-Wallis and Mann-Whitney U tests were employed. It was found that there was a positive correlation between reading comprehension skills and understanding the problem. This finding is important in terms of presenting non-mathematical factors affecting modeling skills

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