Araştırma Makalesi
BibTex RIS Kaynak Göster

Examining the Effect of Teaching with Ethnomathematics on Students' Problem-Solving Skills on Transformation Geometry

Yıl 2023, Cilt: 5 Sayı: 2, 86 - 106, 15.12.2023
https://doi.org/10.47157/jietp.1384160

Öz

This research aims to examine the impact of teaching with ethnomathematics on students' problem-solving skills in transformation geometry and their skills in problem-solving steps. The study was carried out with an experimental design, one of the quantitative research methods. The sample was determined as 42 eighth-grade students in two classes using the purposive sampling method. One of these classes was randomly assigned as the experimental group and the other as the control group. In the research, the "Problem-Solving Test (PST)" was used as a data-gathering tool, and the "Problem-Solving Skill Scoring Key" put forward by Baki (2006) was used in the analysis of the data. According to this key, student responses were graded and the results were noted for the data analysis phase. The results obtained were analyzed with the SPSS20 program. It was seen that teaching using ethnomathematics elements improved students' skills in the steps of understanding the problem, preparing a plan, and plan implementing at the end of the research. The instruction did not have a significant effect on student skills at the evaluation stage. At the same time, teaching using ethnomathematical elements increased students' problem-solving skills and solution skills in daily life problems and traditional problems. In this context, it is recommended to integrate cultural elements into the secondary school mathematics curriculum, and in this way, it is thought that it can contribute to the development of students' problem-solving skills.

Etik Beyan

Bu çalışma yazara ait yayınlanmış yüksek lisans tezinin bir bölümünden faydalanılarak etik kurallara ve intihale dikkat edilerek hazırlanmıştır.

Kaynakça

  • Achor, E. E., Imoko, B. & Uloko, E. (2009). Effect of ethnomathematics teaching approach on senior secondary students’ achievement and retention in locus. Educational research and review, 4(8), 385-390. Erişim Adresi: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2618193
  • Baki, A. (2006). Kuramdan uygulamaya matematik eğitimi. Derya Kitabevi.
  • Barton, B. (1999). Ethnomathematics and philosophy. ZDM, 31(2), 54-58. Erişim Adresi: https://link.springer.com/article/10.1007/s11858-999-0009-7
  • Başaran, Y. K. (2019). Sosyal Bilimlerde Örnekleme Kuramı. The Journal of Academic Social Science, 47(47), 480-495. http://dx.doi.org/10.16992/ASOS.12368
  • Bingölbali, E., Arslan, S. & Zembat, İ. Ö. (2016). Matematik eğitiminde teoriler. Pegem Akademi.
  • Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19, 179-191. Erişim Adresi: https://link.springer.com/article/10.1007/BF00751231 Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştirma yöntemleri. Pegem Akademi.
  • D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44-48. Erişim Adresi: https://www.jstor.org/stable/40247876
  • Damopolli, I., Nunaki, J., & Supriyadi, G. (2018). Effect of problem-solving learning model on students achievement. Journal of Educational Research and Evaluation, 2(1), 1-9. https://doi.org/10.23887/jere.v2i1.12558
  • EErgene, Ö. (2022). İlköğretim matematik öğretmenliği programı derslerinde harmanlanmış öğrenme ortamlarının kullanımı. (Ed.) N. B. Hamutoğlu, Ö. Ü. B. Çukurbaşı & M. Kıyıcı, TYYÇ kapsamında lisans düzeyinde çevrimiçi öğrenme ortamlarının tasarlanması (621-643). Pegem Akademi Yayıncılık.
  • Ersoy, E. (2016). Problem-solving and its teaching in mathematics. The Online Journal of New Horizons in Education, 6(2), 79-87. Erişim Adresi: https://www.tojsat.net/journals/tojned/volumes/tojned-volume06-i02.pdf#page=86
  • François, K. (2009). The role of ethnomathematics within mathematics education. In Proceedings of CERME. https://doi.org/10.1007/978-3-319-12688-3_61
  • Gerdes, P. (1994). Reflections on ethnomathematics. For the learning of mathematics, 14(2), 19-22. Erişim Adresi: https://www.jstor.org/stable/40248110
  • Irawan, A., Kencanawaty, G., & Febriyanti, C. (2018). Realistic mathematics and ethnomathematics in improving problem-solving abilities. Journal of Physics: Conference Series, 1114(1). https://doi.org/10.1088/1742-6596/1114/1/012108
  • Kayapınar, A. (2015). Matematiksel problem çözme stratejileri öğretiminin ilkokul 4. sınıf öğrencilerinin problem çözme performanslarına ve öz düzenleyici öğrenmelerine etkisi (Publication No: 389530). [Doktoral dissertation, Uludağ University]. YÖK Tez Center Database .
  • Massarwe, K., Verner, I., Bshouty, D. & Verner, I. (2010). An ethnomathematics exercise in analyzing and constructing ornaments in a geometry class. Journal of Mathematics and Culture, 5(1), 1-20. ErişimAdresi:https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d1798d106b5bed8a165a0e383950b1e333459342
  • Mayer, R. E. (1999). Problem solving. Encyclopedia of creativity, 2, 437-447. Erişim Adresi: https://books.google.com.tr/books?id=aZnlBwAAQBAJ&lpg=PA39&ots=iLOtuj6AfX&dq=Mayer%2C%20R.%20E.%20(1999).%20Problem%20solving.%20Encyclopedia%20of%20creativity%2C%202%2C%20437-447.%20&lr&hl=tr&pg=PA37#v=onepage&q&f=false
  • Milli Eğitim Bakanlığı [MEB]. (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). MEB Yayınları.
  • Milli Eğitim Bakanlığı [MEB]. (2020). PISA-uluslararasi öğrenci değerlendirme programi. Erişim Adresi: https://pisa.meb.gov.tr/
  • Nur, A. S., Waluya, S. B., Rochmad, R. & Wardono, W. (2020). Contextual Learning with Ethnomathematics in Enhancing the Problem Solving Based on Thinking Levels. Journal of Research and Advances in Mathematics Education, 5(3), 331-344. https://doi.org/10.23917/jramathedu.v5i3.11679
  • Nursyahidah, F., Saputro, B. A., & Rubowo, M. R. (2018). Students Problem-Solving Ability Based on Realistic Mathematics with Ethnomathematics. Journal of Research and Advances in Mathematics Education, 3(1), 13-24. Erişim Adresi: https://eric.ed.gov/?id=EJ1283906
  • Phillips, S. D., Pazienza, N. J. & Ferrin, H. H. (1984). Decision-making styles and problem-solving appraisal. Journal of Counseling Psychology, 31(4), 497–502. https://doi.org/10.1037/0022-0167.31.4.497
  • Polya, G. (1957). How to solve it: A new aspect of mathematical method (Vol. 2). Princeton University Press.
  • Polya, G. (2004). How to solve it: A new aspect of mathematical method. Princeton University Press.
  • Rosa, M. (2000). From reality to mathematical modeling: A proposal for using ethnomathematical knowledge. (Publication No. R7880 2000). College of Education. California State University.
  • Şahin, Ç. (2004). Problem çözme becerisinin temel felsefesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 10, 160-171. Erişim Adresi: https://dergipark.org.tr/tr/pub/ataunikkefd/issue/2771/37066
  • Schoenfeld, A. H. (1999). Looking toward the 21st century: Challenges of educational theory and practice. Educational researcher, 28(7), 4-14. https://doi.org/10.3102/0013189X028007004
  • Schoenfeld, A. H. (2013). Reflections on problem-solving theory and practice. The Mathematics Enthusiast, 10(1), 9-34. https://doi.org/10.54870/1551-3440.1258
  • Setiyadi, D., Zaenuri, Z., & Mulyono, M. (2018). The problem based learning model with etnomatematics nuance by using traditional games to improve problem solving ability. Journal of Primary Education, 7(2), 176-186. https://doi.org/10.15294/JPE.V7I2.23526
  • Widada, W., Herawaty, D., Anggoro, A. F. D., Yudha, A., & Hayati, M. K. (2019). Ethnomathematics and outdoor learning to improve problem solving ability. International Conference on Educational Sciences and Teacher Profession, 295, 13-16. https://doi.org/10.2991/icetep-18.2019.4
  • Yazıcı, Z. (2021). Etnomatematik uygulamalarında kültür ve matematiğin gerçekçi matematik eğitimi çerçevesinde incelenmesi. (Doktora Tezi, Tez No: 686464). YÖK Tez Merkezi veri tabanından erişildi.
Yıl 2023, Cilt: 5 Sayı: 2, 86 - 106, 15.12.2023
https://doi.org/10.47157/jietp.1384160

Öz

Kaynakça

  • Achor, E. E., Imoko, B. & Uloko, E. (2009). Effect of ethnomathematics teaching approach on senior secondary students’ achievement and retention in locus. Educational research and review, 4(8), 385-390. Erişim Adresi: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2618193
  • Baki, A. (2006). Kuramdan uygulamaya matematik eğitimi. Derya Kitabevi.
  • Barton, B. (1999). Ethnomathematics and philosophy. ZDM, 31(2), 54-58. Erişim Adresi: https://link.springer.com/article/10.1007/s11858-999-0009-7
  • Başaran, Y. K. (2019). Sosyal Bilimlerde Örnekleme Kuramı. The Journal of Academic Social Science, 47(47), 480-495. http://dx.doi.org/10.16992/ASOS.12368
  • Bingölbali, E., Arslan, S. & Zembat, İ. Ö. (2016). Matematik eğitiminde teoriler. Pegem Akademi.
  • Bishop, A. J. (1988). Mathematics education in its cultural context. Educational Studies in Mathematics, 19, 179-191. Erişim Adresi: https://link.springer.com/article/10.1007/BF00751231 Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Bilimsel araştirma yöntemleri. Pegem Akademi.
  • D'Ambrosio, U. (1985). Ethnomathematics and its place in the history and pedagogy of mathematics. For the learning of Mathematics, 5(1), 44-48. Erişim Adresi: https://www.jstor.org/stable/40247876
  • Damopolli, I., Nunaki, J., & Supriyadi, G. (2018). Effect of problem-solving learning model on students achievement. Journal of Educational Research and Evaluation, 2(1), 1-9. https://doi.org/10.23887/jere.v2i1.12558
  • EErgene, Ö. (2022). İlköğretim matematik öğretmenliği programı derslerinde harmanlanmış öğrenme ortamlarının kullanımı. (Ed.) N. B. Hamutoğlu, Ö. Ü. B. Çukurbaşı & M. Kıyıcı, TYYÇ kapsamında lisans düzeyinde çevrimiçi öğrenme ortamlarının tasarlanması (621-643). Pegem Akademi Yayıncılık.
  • Ersoy, E. (2016). Problem-solving and its teaching in mathematics. The Online Journal of New Horizons in Education, 6(2), 79-87. Erişim Adresi: https://www.tojsat.net/journals/tojned/volumes/tojned-volume06-i02.pdf#page=86
  • François, K. (2009). The role of ethnomathematics within mathematics education. In Proceedings of CERME. https://doi.org/10.1007/978-3-319-12688-3_61
  • Gerdes, P. (1994). Reflections on ethnomathematics. For the learning of mathematics, 14(2), 19-22. Erişim Adresi: https://www.jstor.org/stable/40248110
  • Irawan, A., Kencanawaty, G., & Febriyanti, C. (2018). Realistic mathematics and ethnomathematics in improving problem-solving abilities. Journal of Physics: Conference Series, 1114(1). https://doi.org/10.1088/1742-6596/1114/1/012108
  • Kayapınar, A. (2015). Matematiksel problem çözme stratejileri öğretiminin ilkokul 4. sınıf öğrencilerinin problem çözme performanslarına ve öz düzenleyici öğrenmelerine etkisi (Publication No: 389530). [Doktoral dissertation, Uludağ University]. YÖK Tez Center Database .
  • Massarwe, K., Verner, I., Bshouty, D. & Verner, I. (2010). An ethnomathematics exercise in analyzing and constructing ornaments in a geometry class. Journal of Mathematics and Culture, 5(1), 1-20. ErişimAdresi:https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d1798d106b5bed8a165a0e383950b1e333459342
  • Mayer, R. E. (1999). Problem solving. Encyclopedia of creativity, 2, 437-447. Erişim Adresi: https://books.google.com.tr/books?id=aZnlBwAAQBAJ&lpg=PA39&ots=iLOtuj6AfX&dq=Mayer%2C%20R.%20E.%20(1999).%20Problem%20solving.%20Encyclopedia%20of%20creativity%2C%202%2C%20437-447.%20&lr&hl=tr&pg=PA37#v=onepage&q&f=false
  • Milli Eğitim Bakanlığı [MEB]. (2018). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). MEB Yayınları.
  • Milli Eğitim Bakanlığı [MEB]. (2020). PISA-uluslararasi öğrenci değerlendirme programi. Erişim Adresi: https://pisa.meb.gov.tr/
  • Nur, A. S., Waluya, S. B., Rochmad, R. & Wardono, W. (2020). Contextual Learning with Ethnomathematics in Enhancing the Problem Solving Based on Thinking Levels. Journal of Research and Advances in Mathematics Education, 5(3), 331-344. https://doi.org/10.23917/jramathedu.v5i3.11679
  • Nursyahidah, F., Saputro, B. A., & Rubowo, M. R. (2018). Students Problem-Solving Ability Based on Realistic Mathematics with Ethnomathematics. Journal of Research and Advances in Mathematics Education, 3(1), 13-24. Erişim Adresi: https://eric.ed.gov/?id=EJ1283906
  • Phillips, S. D., Pazienza, N. J. & Ferrin, H. H. (1984). Decision-making styles and problem-solving appraisal. Journal of Counseling Psychology, 31(4), 497–502. https://doi.org/10.1037/0022-0167.31.4.497
  • Polya, G. (1957). How to solve it: A new aspect of mathematical method (Vol. 2). Princeton University Press.
  • Polya, G. (2004). How to solve it: A new aspect of mathematical method. Princeton University Press.
  • Rosa, M. (2000). From reality to mathematical modeling: A proposal for using ethnomathematical knowledge. (Publication No. R7880 2000). College of Education. California State University.
  • Şahin, Ç. (2004). Problem çözme becerisinin temel felsefesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 10, 160-171. Erişim Adresi: https://dergipark.org.tr/tr/pub/ataunikkefd/issue/2771/37066
  • Schoenfeld, A. H. (1999). Looking toward the 21st century: Challenges of educational theory and practice. Educational researcher, 28(7), 4-14. https://doi.org/10.3102/0013189X028007004
  • Schoenfeld, A. H. (2013). Reflections on problem-solving theory and practice. The Mathematics Enthusiast, 10(1), 9-34. https://doi.org/10.54870/1551-3440.1258
  • Setiyadi, D., Zaenuri, Z., & Mulyono, M. (2018). The problem based learning model with etnomatematics nuance by using traditional games to improve problem solving ability. Journal of Primary Education, 7(2), 176-186. https://doi.org/10.15294/JPE.V7I2.23526
  • Widada, W., Herawaty, D., Anggoro, A. F. D., Yudha, A., & Hayati, M. K. (2019). Ethnomathematics and outdoor learning to improve problem solving ability. International Conference on Educational Sciences and Teacher Profession, 295, 13-16. https://doi.org/10.2991/icetep-18.2019.4
  • Yazıcı, Z. (2021). Etnomatematik uygulamalarında kültür ve matematiğin gerçekçi matematik eğitimi çerçevesinde incelenmesi. (Doktora Tezi, Tez No: 686464). YÖK Tez Merkezi veri tabanından erişildi.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi
Bölüm Makaleler
Yazarlar

Kevser Günay 0000-0002-9249-900X

Mithat Takunyacı 0000-0003-1065-975X

Erken Görünüm Tarihi 10 Aralık 2023
Yayımlanma Tarihi 15 Aralık 2023
Gönderilme Tarihi 1 Kasım 2023
Kabul Tarihi 9 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Günay, K., & Takunyacı, M. (2023). Examining the Effect of Teaching with Ethnomathematics on Students’ Problem-Solving Skills on Transformation Geometry. Journal of Interdisciplinary Education: Theory and Practice, 5(2), 86-106. https://doi.org/10.47157/jietp.1384160

 JIETP'de yayınlanan makaleler Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı ile lisanslanmıştır.