Matematik Modelleme Etkinliklerine Dayalı Öğrenme Ortamında Yedinci Sınıf Öğrencilerinin Alan Ölçme Bilgi ve Becerilerinin İncelenmesi

Abstract

In this study, in which effect of mathematical modelling activities on students' surface area calculation knowledge and skills has been examined, the study group consists of six 7th grade students who are selected upon purposeful sampling. The data collection instruments of the study include mathematical modelling activities, which is prepared depending on the acquisitions of the surface area calculation theme, and pre-application interview form. The data were analyzed via embedded theory coding method. In the study, it has been determined that the students' theoretical knowledge about surface area calculation is deficient and wrong, thus they are incapable of calculating the surface area of polygons and apply the calculation rules by heart. Application procedure has supported their learnings and affected their surface area calculation skills positively. Refreshing the pre-learned knowledge, sharing their knowledge with their friends, questioning the knowledges via relational mathematics and, consequently, realizing the mathematical relations are the contributing features of the mathematical modelling activities-based learning environments that support the students' improvement. Moreover, explaining the surface area calculation rules with mathematical modelling activities and in relation to unit/square has affected their learnings positively. Results have shown that it is important to include mathematical modelling in teaching plans.

Mathematical Modelling: A Retrospective Overview

“…These studies focused on the effects of practices based on MM skills on students' conceptual learning (Blomhøj & Jensen, 2003;Cetinkaya, Kertil, Erbaş, Korkmaz, Alacacı & Cakıroğlu, 2016;Çavuş-Erdem & Gürbüz, 2018;Galbraith, 2012;Greefrath et al, 2022;Haines & Crouch, 2010;Kaiser & Sriraman, 2006;Kertil, Erbas & Cetinkaya, 2017;Lesh & Lehrer, 2003;Maaβ, 2006;Michelsen, 2006;Verschaffel, Greer & De Corte, 2002;Xu et al, 2022). In addition to these, success based on MM competencies (Bukova-Güzel & Uğurel, 2010;Hıdıroğlu, Tekin-Dede, Kula-Ünver & Bukova-Güzel, 2017;Kandemir, 2011;Kaya & Keşan, 2022;Sokolowski, 2015), high-level thinking skills and problem-solving (Didis, Erbas, Cetinkaya, Cakıroğlu & Alacacı, 2016;English, Fox & Watters, 2005;Kim & Kim, 2010;Lesh & Harel, 2003;Niss & Blum, 2020;Niss & Højgaard, 2019;Schukajlow, Kolter & Blum, 2015) creativity, awareness, performance, and motivation (Akgün, Çiltaş, Deniz, Çiftçi & Işık, 2013;Bora & Ahmed, 2019;Bukova-Güzel, 2011;Daher, 2021;Lu & Kaiser, 2021;Novak, Daday & McDaniel, 2018;Sriraman, 2009;Wessels, 2014;Zbiek & Conner, 2006 ) and other topics were also discussed.…”

Investigation of Secondary School Students' Processes of Constructing Area and Volume Relations of Rectangular Prisms

“…However, studies on this issue show that students cannot perceive the properties of prisms and have misconceptions about measuring the surface area and volume of prisms (Avgören, 2011;Ben-Haim, Lappan, & Houang, 1985;Dağlı, 2010;Ergin, 2014;Gökdal, 2004;Okuyucu, 2019;Okuyucu & Kurtuluş, 2019;Olkun, 2003;Tan Şişman & Aksu, 2009;Voulgaris & Evangelidou, 2004). However, researches show that students try to reach the result without making sense of the concepts of area and volume, by memorizing the formula and only through procedural knowledge (Aydın Karaca, 2014;Çavuş Erdem & Gürbüz, 2018;Gürefe, 2018;Olkun, Çelebi, Fidan, Engin, & Gökgün, 2014;Tan Şişman & Aksu, 2009). One of the reasons leading to this situation is that focusing on the result rather than the process in mathematics teaching leaves the student out of the process (Altaylı Özgül, 2018).…”