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Yedinci Sinifta cIft Odakli Ogretim Modeli Ile Yapilan Matematik Okuryazarligi Ogretiminin Degerlendirilmesi = = Evalution of Mathematical Literacy Teaching in Seventh Grade with Dual Focus Teaching Model.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Yedinci Sinifta cIft Odakli Ogretim Modeli Ile Yapilan Matematik Okuryazarligi Ogretiminin Degerlendirilmesi =/
其他題名:	Evalution of Mathematical Literacy Teaching in Seventh Grade with Dual Focus Teaching Model.
其他題名:	Evalution of Mathematical Literacy Teaching in Seventh Grade with Dual Focus Teaching Model.
作者:	Bulat, Menekse.
面頁冊數:	1 online resource (107 pages)
附註:	Source: Masters Abstracts International, Volume: 84-12.
Contained By:	Masters Abstracts International84-12.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30506892click for full text (PQDT)
ISBN:	9798379664084

Yedinci Sinifta cIft Odakli Ogretim Modeli Ile Yapilan Matematik Okuryazarligi Ogretiminin Degerlendirilmesi = = Evalution of Mathematical Literacy Teaching in Seventh Grade with Dual Focus Teaching Model.
Bulat, Menekse.

Yedinci Sinifta cIft Odakli Ogretim Modeli Ile Yapilan Matematik Okuryazarligi Ogretiminin Degerlendirilmesi =Evalution of Mathematical Literacy Teaching in Seventh Grade with Dual Focus Teaching Model.Evalution of Mathematical Literacy Teaching in Seventh Grade with Dual Focus Teaching Model. - 1 online resource (107 pages)

Source: Masters Abstracts International, Volume: 84-12.

Thesis (Master's)--Bursa Uludag University (Turkey), 2023.

Includes bibliographical references

Bu arastirmada 7. Sinifta "Tamsayilar ve Rasyonel Sayilar" konularinin ogretiminde TUBITAK 1003 Oncelikli Alanlar 218K515 nolu "Cift Odakli Ogretim Modeliyle Matematik Okuryazarligi Duzeyinin Artirilmasi" isimli proje kapsaminda gerceklestirilen Cift Odakli Ogretim Modeliyle tasarlanan matematik okuryazarligi ogretiminin ogrenciler uzerinde matematiksel yeterliklerinin gelisimi degerlendirilmistir. Yapilan calismanin amaci, ortaokul ogrencilerine verilen Cift Odakli Ogretim Modeli ile yapilan matematik egitiminin matematik okuryazarligi basarisina etkisini ortaya koymak ve matematik okuryazarligi gelisimi icin onem tasiyan matematiksel yeterliklerin gelisimlerini incelemektir. Arastirma 2021-2022 egitimogretim yili birinci doneminde Bursa ili Mudanya ilcesinde yer alan bir devlet okulunda13 hafta boyunca, deney grubu 56, kontrol grubu 49 ogrenciden olusan toplam 105 yedinci sinif ogrencisiyle gerceklestirilmistir. Arastirma, nitel ve nicel arastirma yontemlerinin birlikte kullanildigi karma modeldir. Nicel verilerin toplanmasinda gercek deneme modellerinden, on test-son test kontrol gruplu model kullanilmistir. Arastirmada deney grubuna on uc hafta boyunca Cift Odakli Ogretim Modeli' ne dayali matematik okuryazarligi egitimi verilmis, kontrol grubunda Ortaokul Matematik Ogretim Programi ilkelerine bagli olarak ogretim gerceklestirilmistir. Uygulama oncesi arastirmaci " Cift Odakli Ogretim Modeli'yle Matematik Okuryazarligi Duzeyinin Artirilmasi" isimli projede hizmet ici ogretmen egitimine katilarak egitim sonrasi proje kapsaminda 2020-2021 yili ikinci doneminde ders ici uygulamalarini gerceklestirmis, tez uygulamalari kapsaminda 2021-2022 yili birinci doneminde "Tam Sayilar" ve "Rasyonel Sayilar" uniteleri ve hedeflerini iceren ders modullerini hazirlayarak uygulamayi gerceklestirmistir. Uygulama oncesinde deney grubuna ve kontrol grubuna "Matematik Okuryazarligi On Testi" uygulanmistir. Uygulama bitiminde "Matematik Okuryazarligi Son Testi" ve ogrencilerin yapilan matematik okuryazarligi ogretimiyle goruslerini almak icin "Cift Odakli Ogretim Modeli Ogrenci Gorus Formu" uygulanmistir. "Matematik Okuryazarligi OnSon Testi" nicel analiz, "Cift Odakli Ogretim Modeli Ogrenci Gorus Formu" nitel analiz kapsaminda icerik analizine tabi tutulmustur. Elde edilen bulgularla Cift Odakli Ogretim Modeliyle yapilan matematik okuryazarligi egitiminin yedinci sinif ogrencilerinin matematik okuryazarligi basarilarini anlamli derecede artirdigi sonucuna ulasilmistir. Gorus formlarina yapilan icerik analizi sonucu ogrencilerin ders modullerinde yer alan etkinlik ve matematik okuryazarligi sorularinin sorgulatmaya, tartismaya firsatlar yarattigini, eglenceli ve dikkat cekici oldugu gibi alt kodlar olusarak bundan sonraki egitim hayatlarinda matematik derslerini modullerle islenmeye devam etmek istemeleri hususunda %82'sinin olumlu gorus bildirdigi, verilen egitimle matematik okuryazarligi sorularini cozmeye alisarak problemlerin artik kolay gelmesi boylelikle matematigi sevme gibi alt kodlar olusarak egitim surecinde yer verilen problemlerle ilgili fikirlerinde %89'unda olumlu degisim gozlendigi sonucuna ulasilmistir.

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

Mode of access: World Wide Web

ISBN: 9798379664084Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Yedinci Sinifta cIft Odakli Ogretim Modeli Ile Yapilan Matematik Okuryazarligi Ogretiminin Degerlendirilmesi = = Evalution of Mathematical Literacy Teaching in Seventh Grade with Dual Focus Teaching Model.
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245 1 0 $a Yedinci Sinifta cIft Odakli Ogretim Modeli Ile Yapilan Matematik Okuryazarligi Ogretiminin Degerlendirilmesi = $b Evalution of Mathematical Literacy Teaching in Seventh Grade with Dual Focus Teaching Model.
246 3 1 $a Evalution of Mathematical Literacy Teaching in Seventh Grade with Dual Focus Teaching Model.
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300 $a 1 online resource (107 pages)
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500 $a Source: Masters Abstracts International, Volume: 84-12.
500 $a Advisor: Arslan, Cigdem.
502 $a Thesis (Master's)--Bursa Uludag University (Turkey), 2023.
504 $a Includes bibliographical references
520 $a Bu arastirmada 7. Sinifta "Tamsayilar ve Rasyonel Sayilar" konularinin ogretiminde TUBITAK 1003 Oncelikli Alanlar 218K515 nolu "Cift Odakli Ogretim Modeliyle Matematik Okuryazarligi Duzeyinin Artirilmasi" isimli proje kapsaminda gerceklestirilen Cift Odakli Ogretim Modeliyle tasarlanan matematik okuryazarligi ogretiminin ogrenciler uzerinde matematiksel yeterliklerinin gelisimi degerlendirilmistir. Yapilan calismanin amaci, ortaokul ogrencilerine verilen Cift Odakli Ogretim Modeli ile yapilan matematik egitiminin matematik okuryazarligi basarisina etkisini ortaya koymak ve matematik okuryazarligi gelisimi icin onem tasiyan matematiksel yeterliklerin gelisimlerini incelemektir. Arastirma 2021-2022 egitimogretim yili birinci doneminde Bursa ili Mudanya ilcesinde yer alan bir devlet okulunda13 hafta boyunca, deney grubu 56, kontrol grubu 49 ogrenciden olusan toplam 105 yedinci sinif ogrencisiyle gerceklestirilmistir. Arastirma, nitel ve nicel arastirma yontemlerinin birlikte kullanildigi karma modeldir. Nicel verilerin toplanmasinda gercek deneme modellerinden, on test-son test kontrol gruplu model kullanilmistir. Arastirmada deney grubuna on uc hafta boyunca Cift Odakli Ogretim Modeli' ne dayali matematik okuryazarligi egitimi verilmis, kontrol grubunda Ortaokul Matematik Ogretim Programi ilkelerine bagli olarak ogretim gerceklestirilmistir. Uygulama oncesi arastirmaci " Cift Odakli Ogretim Modeli'yle Matematik Okuryazarligi Duzeyinin Artirilmasi" isimli projede hizmet ici ogretmen egitimine katilarak egitim sonrasi proje kapsaminda 2020-2021 yili ikinci doneminde ders ici uygulamalarini gerceklestirmis, tez uygulamalari kapsaminda 2021-2022 yili birinci doneminde "Tam Sayilar" ve "Rasyonel Sayilar" uniteleri ve hedeflerini iceren ders modullerini hazirlayarak uygulamayi gerceklestirmistir. Uygulama oncesinde deney grubuna ve kontrol grubuna "Matematik Okuryazarligi On Testi" uygulanmistir. Uygulama bitiminde "Matematik Okuryazarligi Son Testi" ve ogrencilerin yapilan matematik okuryazarligi ogretimiyle goruslerini almak icin "Cift Odakli Ogretim Modeli Ogrenci Gorus Formu" uygulanmistir. "Matematik Okuryazarligi OnSon Testi" nicel analiz, "Cift Odakli Ogretim Modeli Ogrenci Gorus Formu" nitel analiz kapsaminda icerik analizine tabi tutulmustur. Elde edilen bulgularla Cift Odakli Ogretim Modeliyle yapilan matematik okuryazarligi egitiminin yedinci sinif ogrencilerinin matematik okuryazarligi basarilarini anlamli derecede artirdigi sonucuna ulasilmistir. Gorus formlarina yapilan icerik analizi sonucu ogrencilerin ders modullerinde yer alan etkinlik ve matematik okuryazarligi sorularinin sorgulatmaya, tartismaya firsatlar yarattigini, eglenceli ve dikkat cekici oldugu gibi alt kodlar olusarak bundan sonraki egitim hayatlarinda matematik derslerini modullerle islenmeye devam etmek istemeleri hususunda %82'sinin olumlu gorus bildirdigi, verilen egitimle matematik okuryazarligi sorularini cozmeye alisarak problemlerin artik kolay gelmesi boylelikle matematigi sevme gibi alt kodlar olusarak egitim surecinde yer verilen problemlerle ilgili fikirlerinde %89'unda olumlu degisim gozlendigi sonucuna ulasilmistir.
520 $a In this research, the development of mathematical competences of students in the teaching of mathematical literacy designed with the Dual-Focused Instruction Model carried out within the scope of the Project named "Increasing the Level of Mathematics Literacy with the Dual-Focus Instructional Model", TUBITAK 1003 Priority Areas 218K515, in teaching the subjects of "Integers and Rational Numbers" in the 7th grade was evaluated. The aim of the study is to reveal the effect of Dual Focus Teaching Model education given to secondary school students on their mathematical literacy achievements and to examine the development of mathematical cometencies that are important fort he development of mathematical literacy. The research was carried out with a total of 105 seventh grade students, 56 in the experimental group and 49 in the control group, for 13 weeks in a public school located in Mudanya, Bursa, in the first semester of the 2021-2022 academic year. The research is a mixed model in which qualitative and quantitative research methods are used together. In the collection of quantitative data, one of the real experimental models, the pretest-postest control group model was used. In the study, mathematics literacy education based on the Dual-Focus Teaching Model was given to the experimental group for thirteen week and the control group was taught in accordance with the principles of the Secondary School Mathematics Curriculum. Before the application, the researcher participated in the in-service teacher training in the Project named "Increasing the Level of Mathematics Literacy with the Dual-Focus Teaching Model" and carried out iclass applications in the second term of 2020-2021 within the scope of the thesis applications, the year 2021-2022. In the first semester, she carried out the application by preparing the "Integer Numbers" and "Rational Numbers" units and course modules containing their objectives. Before the application "Mathematics Literacy Pre-Test" were applied to the experimental group and the control group. At the end of the application, the "Mathematics Literacy Post Test"and the "Dual Focus Teaching Model Student Opinion Form" were applied to get the opinions of the students on the mathematics literacy teaching. The "Mathematics Achievement Test" and "Mathematics Literacy Pre-Post Test" were subjected to quantitative analysis, and the "Dual Focus Teaching Model Student Opinion Form" was subjected to content analysis within the scope of qualitative analysis. With the findings obtained, it was conclued that the mathematical literacy education with the Dual-Focus Teaching Model significantly increased the mathematical literacy achievements of the seventh grade students. As a result of the content analysis made on the opinion forms, 82% of the students expressed a positive opinion that the activity ans mathematical literacy questions in the course modules created opportunities for questioning and discussion, and that they wanted to continue to teach mathematics lessons with modules in their next education life, as sub-codes were formed as well as entertaining and remarkable. It was concluded that 89% of the students had a positive change in their ideas about the problems included in the education process by getting used to solving mathematical literacy questions with the given education, so that the problems became easier, sub-codes such as liking mathematics were formed.
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