Türkiye'de 2008-2020 Yılları Arasında Matematik Okuryazarlığı Üzerine Yapılan Tezlerin Analizi: Bir Meta Sentez Çalışması

Abstract

In recent years, the concept of mathematical literacy has become the main subject of studies on mathematics education. Although there are many graduate theses on mathematics literacy in the current situation, no detailed analysis of them has been found. The purpose of this work, what needs the quantity and quality of the arguments made on mathematics literacy in Turkey meets the criteria, what kind of research is needed to reveal whether the analysis using meta-synthesis method. In the research, the postgraduate theses that were studied on mathematics literacy between 2008 and 2019 and determined by purposeful sampling method were analyzed. The graduate theses examined in the research were obtained as a result of the search made in the database of the Higher Education Council (YÖK) National Thesis Scanning Center. This study is limited to 66 (51 master's and 15 doctoral) postgraduate theses that have been completed on literacy in the field of mathematics education until 2019. The data obtained in the study were analyzed in terms of the university, years and type of theses on mathematics literacy, sample characteristics, targeted purposes, methods used and data collection tools. The obtained data are shown with the help of graphics and tables with frequency. It has been observed that the number of master's and doctoral theses prepared since 2008 has increased, the number of doctoral theses is one-third of the number of master's theses and most of the theses are exited from Uludağ University. In the study, it was determined that most of the theses were carried out to examine mathematical literacy in the context of PISA. It was observed that quantitative screening method was used as the research method most, and questionnaire / scale and tests were used as data collection tools, and studies conducted with students and secondary school level were the majority.

Türkiye’de Yayımlanan Sayılar ve İşlemler Öğrenme Alanı Temalı Makalelere İlişkin Betimsel İçerik Analizi

“…This was followed by the articles carried out with primary school level, pre-service teachers and teachers. It was noticed that the secondary school level was studied more in the studies in the various trends examined in mathematics education (Arı & Demir, 2020;Birgin & Öztürk, 2021;Kandal & Baş, 2022;Özturan Sağırlı & Baş, 2020;Toptaş & Gözel, 2018;Yıldız & Yenilmez, 2019). Besides, as the class levels studied most in the articles were analyzed, it was determined that 4th class levels in primary school, 6th and 7th class levels in secondary school, and 3rd class levels in undergraduate level were studied most.…”

“…From this point, the investigation of the researchers' knowledge related to the trends and current situation of the studies related to their fields with content analysis is thought to contribute to the literature (Falkingham & Reeves, 1998). Accordingly, it is noticed that there are studies in which the general trends related to mathematics education in the literature (Arı & Demir, 2020;Kutluca et al, 2018;Ulutaş & Ubuz, 2008;Yaşar & Papatğa, 2015;Yıldız Altan et al, 2021). In addition, it has been realized that there are researches in which the tendencies related to a certain topic such as metacognition (Baş & Özturan Sağırlı, 2017;Kandal & Baş, 2022), technology-supported education (Bayram, 2019;Tatar et al, 2013;Kutluca et al, 2016), mathematical model and modelling (Albayrak & Çiltaş, 2017;Birgin & Öztürk, 2021;Yenilmez & Yıldız, 2019), mathematics anxiety (Toptaş & Gazel, 2018), realistic mathematics education (Tabak, 2019), problem-solving (Coşkun & Soylu, 2021) and problem-themed (Özturan Sağırlı & Baş, 2020).…”

Matematik Eğitimi Alanında Matematik Okuryazarlığı Üzerine Yapılan Çalışmaların Tematik İçerik Analizi

“…Çünkü nicel araştırma yöntemleri nitel yöntemlerin aksine küçük gruplar yerine büyük örneklem gruplarından elde edilen verilerin yorumlanmasında ve değerlendirilmesinde en kullanışlı yöntemler olarak görülmektedir (Coyne, 1997). Matematik eğitimi üzerine yapılan benzer çalışmalarda da en çok kullanılan yöntemlerin nicel yöntemler olduğu belirtilmesi ulaşılan sonucu destekler niteliktedir (Arı & Demı̇r, 2020;Balta & Kanpolat, 2020;Çiltaş vd., 2012;Kozaklı Ülger vd., 2020;Sönmez vd., 2022).…”

“…Alanyazın incelendiğinde matematik okuryazarlığı çalışmalarının genel eğilimlerini ortaya koymayı amaçlayan bazı tematik analiz çalışmalarına rastlanmıştır (Arı & Demı̇r, 2020;Balta & Kanpolat, 2020;Kozaklı Ülger vd., 2020;Sönmez vd., 2022). Bu çalışmalardan Kozaklı Ülger ve diğerleri (2020) tarafından yapılan çalışma hariç diğer çalışmalar sadece Türkiye'de matematik okuryazarlığı üzerine yazılan tezlerin incelenmesinden oluşmaktadır.…”