ASSOCIATING MATHEMATICAL STORIES THAT ARE WRITTEN BY THE 8TH GRADE STUDENTS WHO ARE STUDYING AT ADVANTAGEOUS AND DISADVANTAGEOUS REGIONS' SCHOOLS WITH THEIR MATHEMATICAL PERCEPTIONS: ISTANBUL CASE
Abstract
In this study, mathematical stories written by 50 middle school students were analyzed. The study group consisted of two different student groups who were living in advantageous and disadvantageous regions in Istanbul. At the first stage, the students were presented a mathematical story called “My Fractal Tree”, then told about what the mathematical story was and asked to write a mathematical story about any subjects. 43 of the stories have story characteristics. The stories were separately analyzed under the headings of "involving a mathematical subject", "having mathematical characteristics or not" and "the math topics students used in their stories". The findings about the contents of the stories were analyzed on 4 main themes; "Mathematics’ relations with other subjects", "Perceptions towards mathematics", "Mathematical level" and "Creativity". Students can be seen to have mentioned about the math’s relations with other subjects. Students’ abilities to use mathematical elements correctly are quite low, their learning about concepts is weak and their misconceptions are too high. Generally, a very plain language is seen in the stories in terms of language expression, but transitions between topics seem weak. Considering the creativity element in the students’ writings, advantageous group was seen to have created highly creative stories.
Article visualizations:
Keywords
References
Adams, T. L. & Aslan-Tutak, F. (2005). Math roots: serving up Sierpinski!. Mathematics Teaching in the Middle School, 11(5), 248-253.
Albert, L. R. (2000). Outside-ın–ınside-out: seventh-grade students' mathematical thought processes. Educational Studies in Mathematics, 41(2), 109-141.
Akyol, H., & Temur, T. (2006). İlköğretim üçüncü sınıf öğrencilerinin okuma düzeyleri ve sesli okuma hataları. [Levels of reading by third grade primary school students and voice reading mistakes.] Ekev Akademi Dergisi, 29, 259-274.
Akyüz, G., & Pala, N. M. (2010). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözme becerilerine etkisi. [Impact of student and class characteristics on mathematical literacy and problem solving skills according to PISA 2003 results.] İlköğretim Online, 9(2).
Bahadır, E., & Özdemir, A. Ş. (2014). Attitudes of Primary Mathematics Pre-Service Teachers Candidates toward Graduate Education. International Online Journal of Educational Sciences, 6(2).
Bali, V. A., & Alvarez, R. M. (2003). Schools and educational outcomes: What causes the “race gap” in student test scores?. Social Science Quarterly, 84(3), 485-507.
Baker, J. D. (1996) Students’ difficulties with proof by mathematical induction, The Annual Meeting of American Educational Research Association, New York.
Baker, D. R., & Piburn, M. D. (1997). Constructing science in middle and secondary school classrooms. Allyn and Bacon.
Baştuğ, M. (2012). İlköğretim I. kademe öğrencilerinin akıcı okuma becerilerinin çeşitli değişkenler açısından incelenmesi. [Examination of fluent reading skills of primary school students in terms of various variables.] Yayımlanmamış Doktora tezi, Gazi Üniversitesi, Ankara.
Belet, D. (2011). Eleştirel okuma yönteminin geliştirilmesinde hikaye anlatma yönteminin kullanılması: Öğretim deneyi uygulaması. [The use of storytelling method in the development of critical reading method: Instructional practice.] Bilig, 59, 67-69.
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. ASCD.
Bruner, J. (1987). Life as narrative. Social research, 54(1), 11-32.
Borasi, R., Sheedy, J. R., & Siegel, M. (1990). The power of stories in learning mathematics. Language Arts, 67(2), 174-189.
Bower, G. H., & Clark, M. C. (1969). Narrative stories as mediators for serial learning. Psychonomic Science, 14(4), 181-182.
Cordova, D. I. & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715−730.
Daniels, H., Hyde, A., & Zemelman, S. (1998). Best practice: New standards for teaching and learning in America's schools.
De Hoyos, M., Gray, E., & Simpson, A. (2002). Students’ assumptions during problem solving. In 2nd International Conference on the Teaching of Mathematics, Crete, Greece.
Dede, Y. & Yaman, S. (2003). Fen ve matematik eğitiminde proje çalışmalarının yeri, önemi ve değerlendirilmesi. [Place, importance and evaluation of project works in science and mathematics education.] Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 23(1).
Duffy, T. M., & Jonassen, D. H. (Eds.). (2013). Constructivism and the technology of instruction: A conversation. Routledge.
EARGED, M. E. B. (2007). PISA 2006 Uluslar Arası Öğrenci Başarılarını Değerlendirme Programı Ulusal Ön Raporu. [PISA 2006 International Preliminary Assessment Program National Preliminary Report.] Milli Eğitim Bakanlığı Eğitimi Araştırma ve Geliştirme Dairesi Başkanlığı.
EARGED, M. (2010). Uluslararası öğrenci değerlendirme programı PISA 2009 ulusal ön rapor. [International student assessment program PISA 2009 national preliminary report.] Ankara: MEB.
Fitzpatrick, C. (1994). Adolescent mathematical Problem Solving: The Role of Metacognition, Strategies and Beliefs.
Fraboni, M., & Moller, T. (2008). Fractals in the classroom. Mathematics Teacher, 102(3), 197-199.
Gaber-Katz, E. & Watson, G. M. (1991). The Land that We Dream Of--: A Participatory Study of Community-based Literacy (Vol. 19). OISE Press.
Graesser, A. C., Woll, S. B., Kowalski, D. J., & Smith, D. A. (1980). Memory for typical and atypical actions in scripted activities. Journal of Experimental Psychology: Human Learning and Memory, 6(5), 503.
Hanushek, E. A., & Woessmann, L. (2010). The economics of international differences in educational achievement (No. w15949). National Bureau of Economic Research.
Hargreaves, D. H. (1999). The knowledge‐creating School. British journal of educational studies, 47(2), 122-144.
Haynes, N. M., & Gebreyesus, S. (1992). Cooperative learning: A case for African-American students. School Psychology Review, 21(4), 577-685
Hein, A. J. (2002). A Hurricane Evacuation Project, Science Activities, Spring, Vol.39, Issue 1
Hiebert, E. H. (2003). The role of text in developing fluency: A comparison of two interventions. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. University of Michigan
Hong, H. (1996). Effects of mathematics learning through children's literature on math achievement and dispositional outcomes. Early childhood research quarterly, 11(4), 477-494.
Jennings, C. M., Jennings, J. E., Richey, J., & Dixon-Krauss, L. (1992). Increasing interest and achievement in mathematics through children's literature. Early Childhood Research Quarterly, 7(2), 263-276.
John-Steiner, V. (1997). Notebooks of the mind: Explorations of thinking. Oxford University Press on Demand.
Kabadayi, A. (2005). A story-based model from turkey to foster preschool children's communicative ınput and performance in the process of mother tongue acquisition. Contemporary Issues in Early Childhood, 6(3), 301-307.
Karakuş, F., & Baki, A. (2011). Assessing grade 8 elementary school mathematics curriculum and textbooks within the scope of fractal geometry. İlköğretim Online, 10(3).
Kee T. P. and McGovan P. M., (1998), Chemistry within; chemistry without, http://www.chem.vt.edu/confchem/1998/kee/kee.html
Kelly, S. & Allison, M. A. (1999). The complexity advantage How the Science of Complexity Can Help Your Business Achieve Peak Performance. New York.
Kitt, N., & Leitze, R. (1992). Using homemade algebra tiles to develop algebra and prealgebra concepts. Mathematics Teacher, 93(6), 462-466.
Korvin, G. (1992). Fractal models in the earth sciences. Elsevier Science Ltd.
Kubinova, M., Novotna, J., & Littler, G. H. (1998). Projects and mathematical puzzles-a tool for development of mathematical thinking.
Kurtz, E., & Ketcham, K. (1994). The spirituality of imperfection: Storytelling and the journey to wholeness. Bantam Books.
Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522-527.
Lewis, B. A., Long, R., & Mackay, M. (1993). Fostering communication in mathematics using children's literature. Arithmetic Teacher, 40(8), 470-474
Lewis, S. P.; Alacaci, C.; O'Brien, G. E.; Zhonghong, J. (2002). Reservice Elementary Teachers' Use Of Mathematics in a Project-Based Science Approach, School Science & Mathematics, April, Vol. 102, Issue 4
Liedtke, W. W., & Sales, J. (2001). Writing tasks that succeed. Mathematics Teaching in the Middle School, 6(6), 350.
Lornell, R., & Westerberg, J. (1999). Fractals in high school: Exploring a new geometry. The Mathematics Teacher, 92(3), 260.
Lucariello, J., & Nelson, K. (1985). Slot-filler categories as memory organizers for young children. Developmental psychology, 21(2), 272.
Maughan, B. (1988). School experiences as risk/protective factors
McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry. Pearson Higher Ed.
MEB (2005). EARGED PISA Projesi 2003 Uygulaması Ulusal Raporu
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Millar, R., & Osborne, J. (1998). Beyond 2000: Science education for the future. The report of a seminar series funded by the Nuffield Foundation. London: King’s College London, School of Education.
Nancarrow, M. (2004). Exploration of metacognition and nonroutine problem based mathematics instruction on undergraduate student problem solving success. Unpublished doctoral dissertation, The Florida State University, Florida.
Naylor, M. (1999). Exploring fractals in the classroom. Mathematics Teacher, 92(4), 360–366.
Orton, A. & Frobisher, L. (1996). Insights into Mathematics. London: Cassell.
Öcel N (2002) İletişim ve Çocuk. [Communication and child.] İstanbul Üniversitesi İletişim Fakültesi Yayını, No: 15, İstanbul.
Palmer, R. F., Blanchard, S., Stein, Z., Mandell, D., & Miller, C. (2006). Environmental mercury release, special education rates, and autism disorder: an ecological study of Texas. Health & Place, 12(2), 203-209.
Pirie, S. E. (1998). Crossing the gulf between thought and symbol: Language as (slippery) stepping-stones. Language and communication in the mathematics classroom, 34(2),7-29.
Reeves, T. C. (1995). Questioning the Questions of Instructional Technology Research.
Reston, Va.: NCTM, 2000
Reid N., (2000), The presentation of chemistry, logically driven or applications-led?, Chem. Educ. Res. Pract., 1, 381-392.
Scardamalia, M., & Bereiter, C. (1982). Assimilative processes in composition planning. Educational psychologist, 17(3), 165-171.
Schie Van E ve Wiegman O (1997) Children and Videogames: Leisure Activities, Aggres-sion, Social Integration, and School Perfor-mance, Journal of Applied Social Psycology 27 (13), 1175-1194.
Schopnfeld, A.H. (1988). When good teaching Peads to Bad Results: The disasters of “well taught” Mathematics Courses, Educational Psychologist, 23(2)
Smith, A. (2001). Early Childhood - A Wonderful Time for Science Learning. Australian Primary & Junior Science Journal, Jun, Vol. 17, Issue 2
Simmt, E., & Brent, D. (1998). Fractal cards: a space for exploration in and discrete mathematics. The Mathematics Teacher, 91(2), 102-108.
Tall, D. (1993). Students’ difficulties in calculus. Published in Proceedings of Working Group 3 on Students’ Difficulties in Calculus, ICME-7, Québec, Canada, 13–28
Ticha, M., Kubinova, M. (1998). On The Activating Role Of Projects in The Classroom. In: European Research in Mathematics Education. Yayımlandığı kitap Schwank, I. (Editör) Proceedings of the First Conference of the European Society for Research in Mathematics Education.
Thatcher, D. H. (2001). Reading in the math class: Selecting and using picture books for math investigations. Young Children, 56, 20−26.
Uysal, E., & Yenilmez, K. (2011). Sekizinci sınıf öğrencilerinin matematik okuryazarlığı düzeyi. [Mathematical literacy level of eighth grade students.] Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 12(2).
Unesco Publishing. (2006). Sixty years of science at UNESCO, 1945-2005. UNESCO.
Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G., Bogaerts, H., & Ratinckx, E. (1999). Learning to solve mathematical application problems: A design experiment with fifth graders. Mathematical thinking and learning, 1(3), 195-229.
Wittrock, M. C. (1974). A generative model of mathematics learning. Journal for Research in Mathematics Education, 5(4), 181-196.
Winn, S. (1997). Learning by Doing: Teaching Research Methods Through Student Participation in A Commissioned, Studies in Higher Education, Juny, Vol. 20, Issue 2
Yenilmez, K., & Bozkurt, E. (2006). Matematik eğitiminde çoklu zekâ kuramına yönelik öğretmen düşünceleri. [Teacher thinking about multiple intelligence theory in mathematics education.] Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 90-103
Young-Loveridge, J. M. (2004). Effects on early numeracy of a program using number books and games. Early Childhood Research Quarterly, 19, 82−98
Yusof, Y. M. & Rahman, R. A. (2001) Students' difficulties with multiple integration: a preliminary study. 3rd Southern Hemisphere Symposium, South Africa.
Zachariades, T., Christou, C., & Papageorgiou, E. (2002) The difficulties and reasoning of undergraduate mathematics students in the identification of functions. Proceedings in the 10th ICME Conference, Crete, Greece.
Zaslavsky, O. & Peled, I. (1996) Inhibiting factors in generating examples by mathematics teachers and student teachers: The case of binary operation. Journal for Research in Mathematics Education, 27, 67–78.
DOI: http://dx.doi.org/10.46827/ejes.v0i0.562
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Elif Bahadır
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
