The Effect of The Teaching of Addition and Subtraction of Fractions with Materials on Mathematics Achievement and Permanency of Fifth-Grade Students

---

Thesis Type: Postgraduate

Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey

Approval Date: 2015

Student: FATMA KAVUŞ

Supervisor: CENGİZ ÇİNAR

Abstract:

The purpose of this research is to examine the effect of the teaching addition and subtraction of fractions with materials on mathematics achievement and permanency of fifth-grade students. Experimental pre-test and post-test design was used in this research. This research was applied in 2014-2015 academic year at spring term on the 59 students of one of the state secondary school in Ankara lasting 10 lessons (two weeks). Study group was defined with cluster sampling. Groups were defined randomly. While teaching with materials was applied in experimental group, traditional teaching was applied in control group. The mathematics achievement test was prepared by the explorer. The data were collected through mathematics achievement test and semi - constructed interview was applied to some of experiment group students to determine their views about addition and subtraction of fractions with materials on mathematics approach and activity. Reliability and substance analyzes were done and KR-20 reliability coefficient was calculated. The mathematics achievement test was used before and after the application. Morever, after five months, mathematics achievement test was applied to measure the permanency of the success. As a result of the data obtained through the research, it was determined that teaching with materials made a statistically significant difference in favor of experimental group in terms of achievement in mathematics. Both teaching with materials and traditional teaching made a statistically significant difference studensts in terms of achievement in mathematics. The data obtained in the permanence test, teaching with material of addition and subtraction with fractions has appeared unable to provide permanence. The data obtained from semi-constructed interview show that studenst have positive thoughts about teaching with materials