Türkiye ve Fransa Ders Kitaplarinda Kesirler Konusuyla Ilgili Geometrik Temsillerin Incelenmesi
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Ercan MASAL
Access Rights
info:eu-repo/semantics/openAccess
Abstract
Bilimsel bilgi tüm Dünya da ayni olmakla birlikte, ögretilen bilgi ülkeler arasinda birçok açidan farkliliklar göstermektedir. Bu farkliliklari yansitan temel unsur ögretim programlari olmakla birlikte, hem ögrenciler hem ögretmenler tarafindan ögretim programlarinin en iyi yansiticisi olan ders kitaplari çok daha yogun kullanilmaktadir. Bu arastirmada Türkiye ve Fransa’da kullanilan matematik ders kitaplarinda kesirler konusu geometrik temsiller açisindan incelenmistir. Bu amaç dogrultusunda durum çalismasi yöntemi kullanilmis ve doküman analizi gerçeklestirilmistir. Elde edilen veriler içerik analizi yöntemi ile analiz edilmistir. Sonuçlar Fransiz ders kitaplarinin Türk ders kitaplarina göre daha yogun geometrik temsil içerdigini, kullanilan geometrik sekillerin çesitliligi anlaminda iki ülke arasinda farklilik oldugunu göstermistir. Bu temsiller araciligi ile ögrencilerden beklenen görevlerde de farkliliklar söz konusudur.
Although scientific knowledge is the same all over the world, the knowledge taught differs in many respects between countries. Although the main element that reflects these differences is the curriculum, textbooks, which are the best reflectors of the curriculum, are used much more intensively by both students and teachers. In this research, fractions in mathematics textbooks used in Turkey and France were examined in terms of geometric representations. For this purpose, case study method was used and document review was carried out. The obtained data were analyzed by content analysis method. The results showed that French textbooks contain more intense geometric representation than Turkish textbooks, and there is a difference between the two countries in terms of the variety of geometric shapes used. There are also differences in the tasks expected from students through these representations.
Although scientific knowledge is the same all over the world, the knowledge taught differs in many respects between countries. Although the main element that reflects these differences is the curriculum, textbooks, which are the best reflectors of the curriculum, are used much more intensively by both students and teachers. In this research, fractions in mathematics textbooks used in Turkey and France were examined in terms of geometric representations. For this purpose, case study method was used and document review was carried out. The obtained data were analyzed by content analysis method. The results showed that French textbooks contain more intense geometric representation than Turkish textbooks, and there is a difference between the two countries in terms of the variety of geometric shapes used. There are also differences in the tasks expected from students through these representations.
Description
EGTF-1901-18-10
Keywords
kesirler, geometrik sekiller, ders kitaplari
Journal or Series
International Journal of Educational Studies in Mathematics
WoS Q Value
Scopus Q Value
Volume
9
Issue
3
