Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2018
Student: ADEM DOĞAN
Supervisor: NEŞE IŞIK TERTEMİZ
Abstract:The purpose of this research is to determine the knowledge of the primary school teachers about the fractional meanings and to determine which of the models and which fraction that can be used in fraction teaching. In this study, the simultaneous triangulation pattern of the mixed method is used. For this reason, both quantitative and qualitative data tools have been used. In order to collect the quantitative data of the study, "achievement test to determine the level of knowledge for the fractional meanings of the primary school teachers" was developed and applied. In order to collect the qualitative data of the study, "Semi-structured interview questions about fractional meanings and forms of representation" were applied and "in-class observations" were made. Achievement test and interview questions for primary school teachers to determine the level of knowledge for their fractional meanings were developed by researcher, using literature and expert opinions. The reliability and validity studies of these measurement tools were also carried out by the researcher. In-class observation was made while the primary school teacher explaining about the subject of the 4th grade fractions. For the quantitative data of the study, the study group consist of 266 primary school teachers who served as primary school teachers at least once from the 1st grade to the 4th grade and are currently active in the teaching process. Working group for the qualitative part of the study consists of 14 primary school teachers who accepted the interview voluntarily. Study groups were selected by purpose sampling from non-random sampling types. Statistical data analysis package program (SPSS 21) was used to analyze the quantitative data of the study. In the analysis of qualitative data, content analysis was done. As a result of the research, the average success rate of the primary school teachers participating in the study was found to be 60.2 points out of one hundred. It is seen that this score is insufficient when it is considered that the applied achievement test is related to the fraction subjects in the 4-8th grade and the difficulty level is 0,55. When the averages of the scores of the primary school teachers in the achievement test for the five fraction sub-constructs were examined, it was found that the average score of the processor means of fraction was the highest score of 80%. The operator means of fraction follow the meanings of parts-whole (68%), measure (54%), quotient (51%) and ratio (48%) respectively. When the models that primary school teachers using according to the fractional sub-meanings are examined, it is seen that the part-whole sub-construct of the fractional is represented by four different models. According to usage intensity, these models are based on area model, number line (length) model, cluster model and object using. It is seen that primary school teachers show four different models according to their intensity of using respectively, cluster model, number line model, area model and using transaction for operator sub-construct. Primary school teachers have shown three different models according to sub-construct of fractional meausure intensity of using, these are area model, number line model and object using model. Fractional ratio of sub-construct is shown in three different models according to the intensity of usage: area model, cluster model and number line model. It has been seen that primary school teachers show up with five different models for quotient sub-constructs of fraction. These models are area model, showing with division operation, number line model, object using model and cluster model, respectively. According to these results, it has been concluded that the fractional model representation patterns change according to the using of the fraction sub-construct for the primary school teachers. Furthermore, the primary school teachers have mostly used the part-whole meaning of sub construct, and the most commonly used model is the area model. According to the findings obtained from the research, proposals for researchers and practitioners were presented in this study.