The capacity of two Australian eighth-grade textbooks for promoting proportional reasoning

Dole, Shelley; Shield, Mal

doi:10.1080/14794800801915863

Cited by 38 publications

(31 citation statements)

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“…In addition to these findings, we revealed other mathematical difficulties including applying the formula, ordering, ratio and proportion in force and motion unit. While students' difficulties in using mathematical formulas (Corlu & Corlu, 2012, Karakuyu, 2008 and ratio and proportion including direct and inverse proportion (Akatugba & Wallece, 1999;Dole & Shield, 2008;Howe et al 2010aHowe et al , 2010bLamon, 2007) were reported in literature, ordering and applying formulas in force and motion unit were not widely investigated in previous studies (e.g., Butuner and Uzun, 2011). While ratio and proportion was taught at seventh grade mathematics classes, direct and inverse proportion were subject of seventh grade mathematics curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…Studies reported that students also struggle with mathematical difficulties (e.g., Basson, 2002;Bütüner & Uzun, 2011;Howe, Nunes, Bryant, 2010a;2010b;Roth & Bowen, 1999). The reported difficulties were converting units (Kocaoglu & Yenilmez, 2010), ratio and proportion (Dole & Shield, 2008), understanding and interpreting the graphs (Capraro, Kulm, & Capraro, 2005;Demirci & Uyanik, 2009;Roth & Bowen, 1999), proportional concepts (Akatugba & Wallece, 1999;Howe et al 2010aHowe et al , 2010bLamon, 2007), computational fluency (Corlu, Capraro, & Corlu, 2011;Geary et al 1999) and intensive quantities which combine direct and inverse proportion (Howe et al 2010a(Howe et al , 2010bLamon, 2007) and fractions (Lamon, 2007). The role of mathematics in science domains especially in physical science has been emphasized by Furner and Kumar (2007).…”

Section: Introductionmentioning

confidence: 99%

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7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

Cebesoy¹,

Yeniterzi²

2016

TURJE

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Integration of science and mathematics as well as with other disciplines is overarching goal of science education. In spite of its importance, teachers have concerns about mathematical difficulties that their students encounter during their teaching. One of the most common subjects that students have mathematical difficulties was reported as physics. With this regard, the present study is aimed to investigate seventh grade students' mathematical errors in a physics related subject, specifically force and motion unit. We collected data from 129 seventh grade middle school students which were chosen conveniently throughout an open-ended questionnaire. The findings revealed that the students encountered difficulties in ratio and proportion and conversion of units, topics as well as ordering numbers while answering the questions in this unit. Implication for science courses was discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

Cebesoy¹,

Yeniterzi²

2016

TURJE

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“…Dole, Wright, Clarke, & Campus (2009) menyatakan perbandingan dalam matematika berhubungan dengan problem solving dan aktivitas menghitung pada domain yang melibatkan pecahan, persen, kecepatan, geometri, trigonometri, aljabar, peluang, statistik dan kesebangunan. Selain itu, perbandingan sering digunakan dan dimanfaatkan dalam dunia nyata dan berbagai situasi dalam kehidupan sehari-hari, misalnya dalam memperbesar dan memperkecil foto, perbandingan harga, grafik dam lainnya.…”

Section: Pendahuluanunclassified

Pengembangan Alur Pembelajaran Perbandingan Berbasis Realistic Mathematics Educationuntuk Siswa Kelas Vii SMP

Mendrofa¹

2017

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Abstrak-. Pengajaran perbandingan yang terfokus pada prosedur formal, tidak akan mampu mengarahkan siswa mengembangkan kemampuan bernalarnya dalam penemuan konsep itu sendiri dan hubungannya dengan pengalaman sehari-hari. Oleh karena ini, dirancang alur belajar topik perbandingan menggunakan pendekatan Realistic Mathematics Education (RME) yang valid, praktis dan efektif. Penelitian ini adalah design research yang mengkombinasikan model Plomp dengan model Gravemeijer & Cobb. Tahapan design research dalam penelitian ini yaitu fase penelitian pendahuluan, persiapan eksperimen, fase pengembangan prototipe, pelaksanaan eksperimen, analisis restrosfektif, dan fase penilaian. Pengumpulan data dalam penelitian ini menggunakan wawancara, observasi, angket dan tes hasil belajar. Data yang diperoleh diolah secara deskriptif. Penelitian ini menghasilkan alur pembelajaran untuk topik perbandingan dengan pendekatan RME. Alur belajar yang dirancang terdiri dari menemukan konsep perbandingan, menemukan konsep perbandingan senilai dan perbandingan berbalik nilai, menemukan konsep skala dan menemukan konsep model berskala. Dari penelitian ini telah dihasilkan alur pembelajaran yang memenuhi karakteristik valid dari segi isi maupun dari segi konstruk. Alur belajar yang dihasilkan memenuhi karakteristik praktis dari segi keterlaksanaan, kemudahan dan waktu yang diperlukan. Alur pembelajaran juga telah memenuhi karakteristik efektif dari segi dampaknya pada kemampuan penalaran siswa dimana rata-rata hasil tes kemampuan penalaran matematis siswa adalah 75,29% dengan kategori baik. Ini berarti, hasil penelitian menunjukkan bahwa alur pembelajaran topik perbandingan berbasis RME yang dikembangkan telah valid, praktis dan efektif.

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“…Yapılan incelemelerde ise temel olarak matematiksel içerik ve kavramlar; benimsenen bilişsel ve pedagojik yaklaşımlar; cinsiyet, etnisite, eşitlik, kültür ve değerler gibi faktörler belirlenmiş (örn., bkz. Haggarty & Pepin, 2002;Dole & Shield, 2008) ve bu faktörlere dayalı olarak ders kitapları incelenerek karşılaştırılmiştır.…”

Section: Introductionunclassified

Mathematics teachers’ use of source books other than textbooks: reasons, results and implications

Özmantar¹,

Dapgın²,

Kurt³

et al. 2017

Gaziantep University Journal of Social Sciences

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ÖzBu çalışmada, matematik öğretmenlerinin ders kitabı dışında kaynak kullanım durumlarının belirlenmesi ve öğretmenleri kaynak kitap kullanımına iten nedenlerin incelenmesi amaçlanmıştır. Bu amaç kapsamında şekillenen çalışma tarama modelinde betimsel bir araştırma olarak desenlenmiştir. Çalışmaya 100 ortaokul matematik öğretmeni katılmıştır. Katılımcılara açık uçlu sorulardan oluşan bir anket uygulanmıştır. Anketten elde edilen veriler içerik analizine tabi tutularak çözümlenmiştir. Yapılan analizler sonucunda katılımcıların %80 gibi büyük bir çoğunluğunun ücretsiz olarak dağıtılan ders kitabı dışında kaynak kitap kullandıkları belirlenmiştir. Milli Eğitim Bakanlığının kaynak kitap kullanılmaması yönündeki düzenlemeleri, en azından çalışmamıza katılan öğretmenler özelinde, ders kitabı dışında kaynak kullanımını engelleyemediği tespit edilmiştir. Katılımcı öğretmenler kendilerini ekstra kaynak kullanmaya iten sebepler bulunduğunu; ders kitaplarının hem soru bakımından, hem konu anlatımı hem de öğrenci özelliğine uygunluk bakımından beklentilerini karşılamadığını belirtmişlerdir. Elde edilen bulgular ve ulaşılan sonuçlar, ders kitaplarının hazırlanması ve seçimi, ücretsiz dağıtımı, kitapların kullanımı ve süreçte öğretmenlerin ihtiyaç duyacağı destek ve kitapların kullanımıyla birlikte ortaya çıkan değişimin yönetimi konuları ekseninde tartışılmış ve bir takım önerilerde bulunulmuştur.Anahtar Kelimeler: kaynak kitaplar, matematik ders kitapları, matematik öğretmenleri Abstract This study aims to investigate mathematics teachers' use of source books other than textbooks and the reasons behind their choice. This study was designed as a descriptive study and employed a survey method. The participants were 100 middle school mathematics teachers. The participants were given a survey with open-ended questions. The responses were examined via content analysis technique. The findings suggested that 80% of the participants preferred to use source books rather than textbooks available as free-of-charge to the schools. National Ministry of Education (MoNE) has long insisted not to use source books other than textbooks; but the result of this study suggests that restrictions introduced by the MoNE do not refrain teachers from using alternative source books. The participant teachers stated that there were reasons that forced them to use extra sources and mentioned that the textbooks fell short in meeting their expectations in terms of the exercises posed, the ways in which content were structured and presented, and consideration of the student levels. The findings and results are discussed with regard to selection and preparation of textbooks, dispense of textbooks as free-of-charge, use of textbooks and required support available to the teachers in this process and the management of change resulting from the introduction of new textbooks.

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The capacity of two Australian eighth-grade textbooks for promoting proportional reasoning

Cited by 38 publications

References 8 publications

7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

Pengembangan Alur Pembelajaran Perbandingan Berbasis Realistic Mathematics Educationuntuk Siswa Kelas Vii SMP

Mathematics teachers’ use of source books other than textbooks: reasons, results and implications

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