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Turkiye, Singapur ve Kanada'dan Secilen Ortaokul Ders Kitaplarinin Orantisal Dusunme Baglaminda Incelenmesi = = Examination of Secondary School Textbooks from Turkey, Singapore, and Canada in the Context of Proportional Thinking.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Turkiye, Singapur ve Kanada'dan Secilen Ortaokul Ders Kitaplarinin Orantisal Dusunme Baglaminda Incelenmesi =/
其他題名:	Examination of Secondary School Textbooks from Turkey, Singapore, and Canada in the Context of Proportional Thinking.
其他題名:	Examination of Secondary School Textbooks from Turkey, Singapore, and Canada in the Context of Proportional Thinking.
作者:	Memis, Yasin.
面頁冊數:	1 online resource (221 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
Contained By:	Dissertations Abstracts International84-05A.
標題:	Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30003756click for full text (PQDT)
ISBN:	9798352981238

Turkiye, Singapur ve Kanada'dan Secilen Ortaokul Ders Kitaplarinin Orantisal Dusunme Baglaminda Incelenmesi = = Examination of Secondary School Textbooks from Turkey, Singapore, and Canada in the Context of Proportional Thinking.
Memis, Yasin.

Turkiye, Singapur ve Kanada'dan Secilen Ortaokul Ders Kitaplarinin Orantisal Dusunme Baglaminda Incelenmesi =Examination of Secondary School Textbooks from Turkey, Singapore, and Canada in the Context of Proportional Thinking.Examination of Secondary School Textbooks from Turkey, Singapore, and Canada in the Context of Proportional Thinking. - 1 online resource (221 pages)

Source: Dissertations Abstracts International, Volume: 84-05, Section: A.

Thesis (Ph.D.)--Anadolu University (Turkey), 2022.

Includes bibliographical references

Bu calismanin amaci Turkiye, Singapur ve Kanada'dan secilen 5., 6., 7. ve 8. sinif matematik ders kitaplarinda sunulan icerigin, orantisal dusunmenin gelisimiyle ne duzeyde uyumlu oldugunu incelemektir. Bu amac dogrultusunda oran ve oranti unitelerinde yer alan sorular siralama ve icerik olmak uzere iki boyutta analiz edilmistir. Siralama boyutunda ders kitaplarinin orantisal dusunmeyi gelisimsel olarak nasil ele aldiklarini incelemek amaci ile orantisal dusunmeye ait duzeyler ve her bir duzey icin gostergeler belirlenmistir. Hazirlanan gostergeler yardimiyla ders kitaplarinin orantisal dusunmeyi gelisimsel olarak ne duzeyde takip ettikleri ve buna yonelik nasil bir icerik sagladiklari karsilastirilmistir. Icerik kapsaminda ise incelenen sorular bilgi ve bilissel surec bakimindan degerlendirilmistir. Bu kapsamda ilgili duzeyler bilgi boyutunda islemsel ve kavramsal bilgi kapsaminda, bilissel surec boyutunda ise yenilenmis Bloom taksonomisi kapsaminda incelenmistir. Calisma sonucunda siralama boyutu kapsaminda hicbir ulkenin orantisal dusunmeyi tam bir siralamayla gelisimsel olarak ele almadigi belirlenmistir. Ayrica orantisal dusunmeyi gostergelere gore en kapsamli ve uzun surecte Singapur ders kitaplarinin ele aldigi sonucuna ulasilmistir. Icerik boyutunda tum ders kitaplarinin agirlikli olarak islemsel bilgiye yonelik bir icerik sagladiklari, bilissel surec boyutunda ise yogunlukla dusuk duzey bilissel sureclere yer verdikleri tespit edilmistir. Bu kapsamda ders kitaplarinin orantisal dusunme icin ogrenci gelisimini temel alan icerikler olusturmada halen eksiklikleri oldugu sonucuna varilmistir.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798352981238Subjects--Topical Terms:

515831
Mathematics.
Index Terms--Genre/Form:

542853
Electronic books.

Turkiye, Singapur ve Kanada'dan Secilen Ortaokul Ders Kitaplarinin Orantisal Dusunme Baglaminda Incelenmesi = = Examination of Secondary School Textbooks from Turkey, Singapore, and Canada in the Context of Proportional Thinking.
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500 $a Source: Dissertations Abstracts International, Volume: 84-05, Section: A.
500 $a Advisor: Yanik, Bahadir.
502 $a Thesis (Ph.D.)--Anadolu University (Turkey), 2022.
504 $a Includes bibliographical references
520 $a Bu calismanin amaci Turkiye, Singapur ve Kanada'dan secilen 5., 6., 7. ve 8. sinif matematik ders kitaplarinda sunulan icerigin, orantisal dusunmenin gelisimiyle ne duzeyde uyumlu oldugunu incelemektir. Bu amac dogrultusunda oran ve oranti unitelerinde yer alan sorular siralama ve icerik olmak uzere iki boyutta analiz edilmistir. Siralama boyutunda ders kitaplarinin orantisal dusunmeyi gelisimsel olarak nasil ele aldiklarini incelemek amaci ile orantisal dusunmeye ait duzeyler ve her bir duzey icin gostergeler belirlenmistir. Hazirlanan gostergeler yardimiyla ders kitaplarinin orantisal dusunmeyi gelisimsel olarak ne duzeyde takip ettikleri ve buna yonelik nasil bir icerik sagladiklari karsilastirilmistir. Icerik kapsaminda ise incelenen sorular bilgi ve bilissel surec bakimindan degerlendirilmistir. Bu kapsamda ilgili duzeyler bilgi boyutunda islemsel ve kavramsal bilgi kapsaminda, bilissel surec boyutunda ise yenilenmis Bloom taksonomisi kapsaminda incelenmistir. Calisma sonucunda siralama boyutu kapsaminda hicbir ulkenin orantisal dusunmeyi tam bir siralamayla gelisimsel olarak ele almadigi belirlenmistir. Ayrica orantisal dusunmeyi gostergelere gore en kapsamli ve uzun surecte Singapur ders kitaplarinin ele aldigi sonucuna ulasilmistir. Icerik boyutunda tum ders kitaplarinin agirlikli olarak islemsel bilgiye yonelik bir icerik sagladiklari, bilissel surec boyutunda ise yogunlukla dusuk duzey bilissel sureclere yer verdikleri tespit edilmistir. Bu kapsamda ders kitaplarinin orantisal dusunme icin ogrenci gelisimini temel alan icerikler olusturmada halen eksiklikleri oldugu sonucuna varilmistir.
520 $a The aim of this study is to examine and compare the extent to which learning opportunities are aligned with the development of proportional thinking skills in the 5th, 6th, 7th and 8th grade mathematics textbooks of Turkey, Singapore, and Canada. For this purpose, all questions in the ratio and proportion units were analysed in two dimensions as sequence and content. In order to examine how the textbooks deal with proportional thinking developmentally, proportional thinking levels and indicators were determined. With the help of indicators, the way in which textbooks presented proportional thinking developmentally was examined. The questions examined within the content were evaluated in terms of the knowledge dimension and the cognitive process dimension. In this context, the levels were evaluated according to the procedural and conceptual knowledge in the knowledge dimension and the revised Bloom's taxonomy in the cognitive process dimension. As a result of the study, it has been determined that no country has dealt with proportional thinking skill levels in a complete sequence. In addition, it has been concluded that the Singapore textbooks deal with proportional thinking in the most comprehensive way according to the indicators of the levels. It has been determined that in the content dimension, all textbooks mainly provide procedural knowledge and in the cognitive dimension, low-level cognitive processes are mostly provided. On completion of the study, it was concluded that textbooks still have deficiencies in creating content based on student developmental learning in terms of proportional reasoning.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Mathematics. $3 515831
650 4 $a Research & development--R&D. $3 3554335
650 4 $a Canadian studies. $3 2122858
650 4 $a Middle Eastern studies. $3 3168421
650 4 $a Southeast Asian studies. $3 3344898
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