An examination of fourth and fifth graders’ fractional understandings based on mathematical achievement

Bu deneysel çalışmanın amacı, düşük, orta ve yüksek başarılı öğrencilerin, Sosyokonstrüktivizm ve Gerçekçi Matematik Eğitimi’nin temel ilkelerine göre hazırlanan bir kesir eğitimden aynı düzeyde yararlanıp yararlanamayacaklarını incelemektir. Bu amaçla, deney grubuna paylaşım durumlarıyla başlayan, sınıf ve grup tartışmalarına odaklanan bir eğitim verilmiştir. Bu arada kontrol grubundaki öğrenciler normal eğitimlerine devam etmişlerdir. Her iki grup 27 dördüncü ve 28 beşinci sınıf öğrencisinden oluşmuştur. Katılımcılara 3 test uygulanmıştır: Genel Matematiksel Başarı Testi, Kesir Kavrayışı Ön Testi ve Kesir Kavrayışı Son Testi. T-testi ve ANCOVA sonuçlarına göre, tasarlanan öğrenme ortamının düşük, orta ve yüksek başarılı öğrencilerin kesir kavrayışları üzerindeki olumlu etkisi büyük oranda benzerdir. Aynı şekilde, kontrol grubundaki düşük, orta ve yüksek başarılı öğrenciler de geleneksel öğrenme ortamının kesir kavrayışları üzerindeki etkisi açısından bir farklılık göstermemişlerdir.

Dört ve beşinci sınıf öğrencilerinin kesir kavrayışlarının matematiksel başarılarına göre incelenmesi

The purpose of this experimental study is to investigate whether low, middle and high achieving students could benefit at the same extent from a fraction instruction which was prepared according to basic principles of Socio- constructivism and Realistic Mathematics Education. To this end, an instruction starting with sharing situations, and focusing on group and class discussions was carried out with experimental group. Meanwhile, the students in the control group attended their regular lessons. Both groups were consisted of 27 fourth and 28 fifth grade students. Three tests were administered to the participants: General Mathematical Achievement Test, Fractional Understanding Pre Test and Fractional Understanding Post Test. According to t-test and ANCOVA results, the positive effect of the designed learning environment on fractional understanding of high, middle and low achieving students was substantially similar. Likewise, high, middle and low achievers in the control group also did not show any difference with regard to effect of the traditional learning environment on their fractional understanding.

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