meltem angay - Academia.edu (original) (raw)
Papers by meltem angay
Artvin Çoruh üniversitesi uluslararası sosyal bilimler dergisi, Jul 31, 2022
Geometry course is a course that students have difficulties in both learning and perceiving cogni... more Geometry course is a course that students have difficulties in both learning and perceiving cognitively due to its abstract structure, and teachers have problems in the teaching process. The aim of this study is to examine primary school mathematics teachers' views on teaching geometry. The method of the research is the case study model, one of the qualitative research methods. The data collection tool in the form of semi-structured form was applied to the 16 primary school mathematics teachers in the study group formed by using the appropriate sampling method, and the collected data were analyzed with the content analysis method, one of the qualitative analysis methods. Considering the results, it was determined that the majority of the teachers had difficulties in explaining in the geometry lesson, they developed solutions using technology and concrete materials, and all of the teachers were positive and willing to use technology and concrete materials, but some teachers had a lack of technology in frastructure and material deficiencies in their schools.
Journal of Inonu University Faculty of Education, Sep 15, 2022
The aim of the study is to examine primary school mathematics teachers' views on routine and non-... more The aim of the study is to examine primary school mathematics teachers' views on routine and non-routine problems, the strategies they use in lessons, and students' problem-solving skills. The method of this research is the qualitative research method and the model is the case study. The study group of the research consists of 15 primary school mathematics teachers working in Bitlis. Data were collected with a semi-structured opinion form and analyzed with content analysis. When the results are examined, it is seen that the teachers mostly use routine problems in the lessons, they are insufficient in using problem solving strategies, they mostly use their own problems in the lessons, non-routine problems improve the metacognitive skills of the students but do not appeal to every student, and cause low motivation in the students with low success. It was seen that they stated that they did not use the problems in their lessons much, that the students generally had difficulties in understanding the problem while solving problems, that the variety of problems in the textbooks was insufficient, that it was effective to do reading-comprehension activities in order to improve the problem-solving skills of the students and to compare the problem situation with the students a lot.
İnönü Üniversitesi Eğitim Fakültesi Dergisi
Araştırmanın amacı, ilköğretim matematik öğretmenlerinin rutin ve rutin olmayan problemler, dersl... more Araştırmanın amacı, ilköğretim matematik öğretmenlerinin rutin ve rutin olmayan problemler, derslerde kullandıkları stratejiler ve öğrencilerin problem çözme becerileri hakkındaki görüşlerini incelemektir. İlköğretim matematik öğretmenlerinin problem çözme ile ilgili görüşlerinin bilinmesinin, öğrencilerin problem çözmedeki başarısızlıklarını anlamada ve eksikliklerin belirlenmesinde yol gösterici olduğu düşünülmektedir. Bu araştırmanın yöntemi nitel araştırma yöntemi, modeli ise durum çalışmasıdır. Araştırmanın çalışma grubunu Bitlis’te görev yapan 15 ilköğretim matematik öğretmeni oluşturmaktadır. Yarı yapılandırılmış görüş formuyla veriler toplanmış ve içerik analizi ile analiz edilmiştir. Sonuçlara bakıldığında öğretmenlerin derslerde daha çok rutin problemleri kullandığı, problem çözme stratejilerini kullanmada yetersiz kaldığı, derslerde çoğunlukla kendi ürettikleri problemi kullandıkları, rutin olmayan problemlerin öğrencilerin üst bilişsel becerilerini geliştirdiği ancak her...
Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi
Geometri dersi soyut yapısı gereği öğrencilerin bilişsel olarak hem öğrenmekte hem de algılamakta... more Geometri dersi soyut yapısı gereği öğrencilerin bilişsel olarak hem öğrenmekte hem de algılamakta zorluk yaşadığı, öğretmenlerin de öğretme sürecinde problem yaşadığı bir derstir. Bu çalışmanın amacı ilköğretim matematik öğretmenlerinin geometri öğretimiyle ilgili görüşlerini incelemektir. Araştırmanın yöntemi nitel araştırma yöntemlerinden durum çalışması modelidir. Uygun örneklem yöntemi kullanılarak oluşturulan çalışma grubunda yer alan 16 ilköğretim matematik öğretmenine yarı yapılandırılmış görüş formu şeklindeki veri toplama aracı uygulanarak görüş alınmış, toplanan veriler nitel analiz yöntemlerinden içerik analizi yöntemiyle analiz edilmiştir. Sonuçlara bakıldığında öğretmenlerin büyük çoğunluğunun geometri dersinde anlatmakta zorlandığı konular olduğu, teknolojiyi ve somut materyalleri kullanarak çözüm geliştirdikleri ayrıca öğretmenlerin tamamının teknolojiyi ve somut materyalleri kullanmaya olumlu baktıkları ve istekli oldukları ancak bazı öğretmenlerin okulunda teknoloji...
e-Kafkas Eğitim Araştırmaları Dergisi, 2021
The aim of this study is to identify students' mistakes and misconceptions about first-order equa... more The aim of this study is to identify students' mistakes and misconceptions about first-order equations with one unknown. Knowing the students' misconceptions and mistakes about first-order equations with one unknown is important in terms of learning the other subjects on which this subject is based correctly and informing the teachers about possible mistakes and misconceptions about this subject. The method of the research is the case study model, one of the qualitative research methods. This research was carried out with a total of thirty one 7th grade students in three secondary schools in Kars. Data were collected by applying an achievement test consisting of open-ended questions on the subject of firstorder equations with one unknown, which was developed by the researchers. The analysis of the data was made with descriptive analysis, one of the qualitative data analysis approaches. Considering the results of the research, it was seen that the students made a lot of mistakes and had misconceptions about first-order equations with one unknown. The fact that there were many mistakes and misconceptions in the answers showed that the subject of equations with one unknown was difficult for students to understand. Errors and misconceptions were classified according to their types and examined on the basis of learning outcomes. Looking at the results, the most common mistakes are "errors related to the establishment of the equation suitable for the given problem", "errors related to the crossover rule" and "random errors", and the most common misconceptions are "misconceptions about the concepts of unknown and variable", "equation without the unknown", misconceptions of "trying to write" and "not being able to operate with variables". Suggestions are listed according to the results.
Artvin Çoruh üniversitesi uluslararası sosyal bilimler dergisi, Jul 31, 2022
Geometry course is a course that students have difficulties in both learning and perceiving cogni... more Geometry course is a course that students have difficulties in both learning and perceiving cognitively due to its abstract structure, and teachers have problems in the teaching process. The aim of this study is to examine primary school mathematics teachers' views on teaching geometry. The method of the research is the case study model, one of the qualitative research methods. The data collection tool in the form of semi-structured form was applied to the 16 primary school mathematics teachers in the study group formed by using the appropriate sampling method, and the collected data were analyzed with the content analysis method, one of the qualitative analysis methods. Considering the results, it was determined that the majority of the teachers had difficulties in explaining in the geometry lesson, they developed solutions using technology and concrete materials, and all of the teachers were positive and willing to use technology and concrete materials, but some teachers had a lack of technology in frastructure and material deficiencies in their schools.
Journal of Inonu University Faculty of Education, Sep 15, 2022
The aim of the study is to examine primary school mathematics teachers' views on routine and non-... more The aim of the study is to examine primary school mathematics teachers' views on routine and non-routine problems, the strategies they use in lessons, and students' problem-solving skills. The method of this research is the qualitative research method and the model is the case study. The study group of the research consists of 15 primary school mathematics teachers working in Bitlis. Data were collected with a semi-structured opinion form and analyzed with content analysis. When the results are examined, it is seen that the teachers mostly use routine problems in the lessons, they are insufficient in using problem solving strategies, they mostly use their own problems in the lessons, non-routine problems improve the metacognitive skills of the students but do not appeal to every student, and cause low motivation in the students with low success. It was seen that they stated that they did not use the problems in their lessons much, that the students generally had difficulties in understanding the problem while solving problems, that the variety of problems in the textbooks was insufficient, that it was effective to do reading-comprehension activities in order to improve the problem-solving skills of the students and to compare the problem situation with the students a lot.
İnönü Üniversitesi Eğitim Fakültesi Dergisi
Araştırmanın amacı, ilköğretim matematik öğretmenlerinin rutin ve rutin olmayan problemler, dersl... more Araştırmanın amacı, ilköğretim matematik öğretmenlerinin rutin ve rutin olmayan problemler, derslerde kullandıkları stratejiler ve öğrencilerin problem çözme becerileri hakkındaki görüşlerini incelemektir. İlköğretim matematik öğretmenlerinin problem çözme ile ilgili görüşlerinin bilinmesinin, öğrencilerin problem çözmedeki başarısızlıklarını anlamada ve eksikliklerin belirlenmesinde yol gösterici olduğu düşünülmektedir. Bu araştırmanın yöntemi nitel araştırma yöntemi, modeli ise durum çalışmasıdır. Araştırmanın çalışma grubunu Bitlis’te görev yapan 15 ilköğretim matematik öğretmeni oluşturmaktadır. Yarı yapılandırılmış görüş formuyla veriler toplanmış ve içerik analizi ile analiz edilmiştir. Sonuçlara bakıldığında öğretmenlerin derslerde daha çok rutin problemleri kullandığı, problem çözme stratejilerini kullanmada yetersiz kaldığı, derslerde çoğunlukla kendi ürettikleri problemi kullandıkları, rutin olmayan problemlerin öğrencilerin üst bilişsel becerilerini geliştirdiği ancak her...
Artvin Çoruh Üniversitesi Uluslararası Sosyal Bilimler Dergisi
Geometri dersi soyut yapısı gereği öğrencilerin bilişsel olarak hem öğrenmekte hem de algılamakta... more Geometri dersi soyut yapısı gereği öğrencilerin bilişsel olarak hem öğrenmekte hem de algılamakta zorluk yaşadığı, öğretmenlerin de öğretme sürecinde problem yaşadığı bir derstir. Bu çalışmanın amacı ilköğretim matematik öğretmenlerinin geometri öğretimiyle ilgili görüşlerini incelemektir. Araştırmanın yöntemi nitel araştırma yöntemlerinden durum çalışması modelidir. Uygun örneklem yöntemi kullanılarak oluşturulan çalışma grubunda yer alan 16 ilköğretim matematik öğretmenine yarı yapılandırılmış görüş formu şeklindeki veri toplama aracı uygulanarak görüş alınmış, toplanan veriler nitel analiz yöntemlerinden içerik analizi yöntemiyle analiz edilmiştir. Sonuçlara bakıldığında öğretmenlerin büyük çoğunluğunun geometri dersinde anlatmakta zorlandığı konular olduğu, teknolojiyi ve somut materyalleri kullanarak çözüm geliştirdikleri ayrıca öğretmenlerin tamamının teknolojiyi ve somut materyalleri kullanmaya olumlu baktıkları ve istekli oldukları ancak bazı öğretmenlerin okulunda teknoloji...
e-Kafkas Eğitim Araştırmaları Dergisi, 2021
The aim of this study is to identify students' mistakes and misconceptions about first-order equa... more The aim of this study is to identify students' mistakes and misconceptions about first-order equations with one unknown. Knowing the students' misconceptions and mistakes about first-order equations with one unknown is important in terms of learning the other subjects on which this subject is based correctly and informing the teachers about possible mistakes and misconceptions about this subject. The method of the research is the case study model, one of the qualitative research methods. This research was carried out with a total of thirty one 7th grade students in three secondary schools in Kars. Data were collected by applying an achievement test consisting of open-ended questions on the subject of firstorder equations with one unknown, which was developed by the researchers. The analysis of the data was made with descriptive analysis, one of the qualitative data analysis approaches. Considering the results of the research, it was seen that the students made a lot of mistakes and had misconceptions about first-order equations with one unknown. The fact that there were many mistakes and misconceptions in the answers showed that the subject of equations with one unknown was difficult for students to understand. Errors and misconceptions were classified according to their types and examined on the basis of learning outcomes. Looking at the results, the most common mistakes are "errors related to the establishment of the equation suitable for the given problem", "errors related to the crossover rule" and "random errors", and the most common misconceptions are "misconceptions about the concepts of unknown and variable", "equation without the unknown", misconceptions of "trying to write" and "not being able to operate with variables". Suggestions are listed according to the results.