The Use of Addition/Subtraction Operation: Problem Equation Relationship Sample
Keywords:
Addition/subtraction operations, lateral operations, linear operations, verbal problem solvingAbstract
This research was conducted to determine which method of operation is more commonly preferred (linear / lateral) in the process of students’ learning addition and subtraction operation skills. A sample was created from the primary education 2nd grade students at various levels of success at mathematics lessons. The students’ skills at performing these operations were examined using a success test consisting of 20 questions, along with semi-structured interviews with fifteen students. Results of this research show that students use the linear method for performing addition/subtraction operations. Their answers to the questions in the interview indicate that they prefer the lateral method when solving semi-abstract problems and those associated with the numerical axis. Students vacillate in determining the priority of each operation when solving the problemDownloads
References
Albayrak, M., İpek, S.A. & Işık, C. (2006). Temel işlem becerilerinin öğretiminde problem kurma- çözme çalışmaları, Erzincan Eğitim Fakültesi Dergisi, 8(2), 1-11
Albayrak, M. (2000). İlköğretimde matematik ve öğretimi. (İkinci Baskı). Ankara: Aşık Matbaası
Altun, M. (1995). İlkokul 3, 4 ve 5. sınıf öğrencilerinin problem çözme davranışları üzerine bir çalışma. Yayınlanmamış Doktora Tezi, T.C. Hacettepe Üniversitesi, Ankara
Altun, M. (2008). Liselerde matematik öğretimi. İstanbul: Erkam Matbaası
Atılgan, H., Kan, A. & Doğan, N.(2009). Eğitimde ölçme ve Değerlendirme. (3. Baskı).
Ankara: Anı Yayıncılık
Carpenter, T. P., Fennema, E., Franke, M. L. & Empson, S. B. (1999). Children’s Mathematics: Cognitively Guided Instruction. Portsmuth, N.H. :Heinemann
Dede, Y. (2004). Öğrencilerin cebirsel sözel problemleri yazarken kullandıkları stratejilerin belirlenmesi, Matematikçiler Derneği. Matematikçiler Derneği, Retrieved on 16.11.09 from www.matder.org.tr
Erden, M. (1986). İlkokul birinci sınıf devresine devam eden öğrencilerin dört işleme dayalı problemleri çözerken gösterdikleri davranışlar, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 1, 105-113
İskenderoğlu, T., Altun, A.S. ve Olkun, S. (2004). İlköğretim 3., 4. ve 5. sınıf öğrencilerinin standart sözel problemlerde işlem seçimleri, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 126-134
Kelecioğlu, H. (1993). İlkokul ikinci sınıf matematik programının doğal sayılar ünitesinin hedef davranışlarının sağlamlık yönünden değerlendirilmesi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 9, 225-236
Kieran, C. (1992). The Learning and Teaching of School Algebra. In D.A. Grouws (ed.), Handbook of Research on Mathematics Teaching and Learning, pp.390-419, New York: Macmillan
Lodholz, R.D. (1990). The Transition from Arithmetic to Algebra. E.L.Edwards (ed.), Algebra for Everyone, pp. 24-33, Reston, VA: The National Council of Teachers of Mathematics.
Mayer, R.E. (1982). Memory for algebra story problems, Journal of Educational Psychology, 74(2), 199-216
MEB, Talim Terbiye Kurulu Başkanlığı, (2006).Ortaöğretim Matematik Programı ve Kılavuzu. Ankara: MEB Basımevi.
Mestre, J.P. (1991).Learning and Instruction in pre-college physical science, Physics Today, 44(9), 56-62
NCTM, (1989). Principals and Standarts for School Mathematics, Reston, VA: National Counsil of Teachers of Mathematics Pub.
NCTM, (2000). Principals and Standarts for School Mathematics, Reston, VA: National Counsil of Teachers of Mathematics Pub.
Pawley, D. Ayres, P., Cooper, M. & Sweller, J. (2005). Translating words into equation: A cognitive load theory approach, Educational Psychology, 25, 27-97
Riley, M.S., Greeno, J.G. & Heller, J.I. (1983). Development of children’s problem- solving ability in arithmetic. In H.P. Ginsburg (Ed.), The Development of Mathematical Thinking (pp.153-196). New York NY: Academic Press
Rosnick, P. (1981). Some misconceptions concerning the concept of variable, Mathematics Teacher, 74, 418-420
Silver, E.A. (2000). Improving mathematics teaching and learning: How can principles and standards help?, Mathematics Teaching in Middle School, 6, 20-23
Swadener, M. & Soedjadi, R. (1988). Values, mathematics education, and the task of developing pupils’ personalities: An ındenesian perspective, Educational Studies in Mathematics, 19(2), 193-208
Tekin, H. (1993). Eğitimde ölçme ve değerlendirme,(7.ed.). Ankara: Yargı Publishing.
Yazgan, Y. & Bintaş, J. (2005). İlköğretim dördüncü ve beşinci sınıf öğrencilerinin problem çözme stratejilerini kullanabilme düzeyleri: Bir öğretme deneyi, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28, 210-218.
Additional Files
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
