Ortaokul Öğrencilerinin Matematik Dersi Kapsamında Tesadüfi Öğrenmelerinin İncelenmesi

Abstract

This study was conducted to examine the incidental learning of 7th and 8th grade students in mathematics classes in middle school. The sample group of the study consisted of 7th and 8th grade students who were taught by the researcher in the 2023-2024 academic year. Within the scope of the study, activities were prepared on the subjects of equality and equation, image drawing resulting from reflection, algebraic expressions and Pythagorean relations, which the students had difficulty learning. While preparing the activities, bibliometric analysis of the studies conducted on incidental learning studies was conducted and the network maps and formulas resulting from this analysis were taken into consideration. How incidental learning occurs in mathematical activities was examined in detail. Therefore, this study is a case study research from the qualitative research types. During the study process, data were collected with surprise recall tests after incidental learning activities and were obtained from interviews conducted with students who showed signs of incidental learning. It was found that students acquired information related to tasks in activities that did not have a learning purpose in the incidental learning environments created. As a result of the research, it was concluded that every information in the learning tasks could be learned incidentally. It has been observed that each stimulus such as color, shape, location, activity instructions, contextual mathematical expressions and symbols in teaching activities are unconsciously stored in memory. Therefore, it is important to present the factors that will stimulate students' attention in a controlled manner while designing activities. This study is important for establishing the conceptual framework of the incidental learning paradigm, which is mostly studied in the fields of foreign language learning and psychology, for mathematics education.