Öğrencilerin Matematik Öğrenme Düzeylerinin Ardışık Olarak Birbirini Yordama Gücü İle Öğrenme Eksiklerinin İncelenmesi

Abstract

The aim of this research is to determine prediction strengths of the successive learning levels at primary and secondary schools for the learning area of ‘’Numbers and Operations’’ included in the mathematics curriculum as well as learning deficiencies and difficulties leading to such deficiencies. This is a descriptive study and quantitative data collection technique was used. 714 fifth grade students, 1039 sixth grade students and 1002 seventh grade students who were selected as per maximum variation sampling method were included in the sample. The mathematic tests developed by the researcher and were used to collect data. Linear regression analysis, stepwise regression analysis, arithmetic average and percentage were used to analyse the data. It has been revealed by the study that prediction strengths of the successive mathematics learning levels for first to fourth graders (primary school) and fifth graders, sixth graders and seventh graders (secondary school) are 57%, 51% and 43%. It has been observed that previous learning experiences of the students affect their subsequent learning performances. Results for more than one grade level have demonstrated that first to fourth grades learning level is better predictor for the sixth grade learning level and sixth grade learning level is the most strenght predictor for seventh grade learning level. Aims in the learning area of ‘’Numbers and Operations’’ in the mathematics course at 1st to 4th grade (primary school) and 5th grade, 6th grade and 7th grade (secondary school) display a sequence structure. It has also been observed that the attainability levels of aims are generally below .75, learning level decreases as the grade level rises and the number of unachieved aims increases at .75 level. There are various aim related learning deficiencies at every grade depending on prequisite aims. It can be stated by analysing the results of the research that substance of the curriculum of the mathematics courses at primary and secondary schools are not adequate.