SavedAdd your journal

Journals / Türk Bilgisayar ve Matematik Eğitimi Dergisi / 2015 / Cilt: 6 - Sayı: 1

An Investigation of Seventh Grade Students' Performances on Conceptual, Procedural and Graphical Problems Regarding Circles

Lütfi İNCİKABI
Abdullah Çağrı BİBER
Müjdat TAKICAK
Semiha Betül BAYAM
Pages
1–17
Publication Date
2022-11-05
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In addition, the students performed better in graphical question types; however, the failure in procedural question types was remarkable.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to determine seventh grade students preferences among the procedural, conceptual and graphical questions in the subject of circles, to define their success levels in their preferences, and to compare students success levels in one question type with their performances in other question types.
📊
Key Findings & Data:Based on criterion-based purposive sampling strategy, 98 middle school students were selected as the participants.
💡
Conclusion & Impact:In addition, the students performed better in graphical question types; however, the failure in procedural question types was remarkable.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this study is to determine seventh grade students preferences among the procedural, conceptual and graphical questions in the subject of circles, to define their success levels in their preferences, and to compare students success levels in one question type with their performances in other question types. The methodology adopted during this research was case study. Based on criterion-based purposive sampling strategy, 98 middle school students were selected as the participants. Data were collected through an achievement test consisting of nine questions (three per question type). The results obtained from the study indicated that students mostly preferred graphical question types. Moreover, majority of students could not succeeded high levels in their preferred question types. In addition, the students performed better in graphical question types; however, the failure in procedural question types was remarkable.

🔖

Cite This Article

İNCİKABI, L., BİBER, A. Ç., TAKICAK, M., BAYAM, S. B. (2022). An Investigation of Seventh Grade Students' Performances on Conceptual, Procedural and Graphical Problems Regarding Circles. Türk Bilgisayar ve Matematik Eğitimi Dergisi, Cilt: 6 - Sayı: 1, 1–17. https://ajindex.com/articles/620404

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16, 183-198.
  2. Ates, S., & Stevens, J. T. (2003). Teaching line graphs to tenth grade students having different cognitive developmental levels by using two different instructional modules. Research in Science & Technological Education, 21(1), 55-66
  3. Baker, R. S., Corbett, A. T., Koedinger, K. R. (2001). Toward a model of learning data representations. In J. D. Moore and K. Stenning (Eds), Proceedings of the 23rd Annual Conference of the Cognitive Science Society (pp. 45–50). Mahwah, NJ: Erlbaum. Baki, A. (1998). Balancing the conceptual and Procedural knowledge in teaching mathematics. Declaration presented to the Mathematics Symposium at Atatürk University 40. Anniversary of Establishment. Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi. Ankara:
  4. Harf Eğitim Yayıncılığı. Baki, A., & Kartal, T. (2004). Assessing the algebra knowledge of high-school students in terms of conceptual and Procedural knowledge. V. National Science and Mathematics Education Congress Declaration Book. Ankara: State Books Management Publishing House, 2002.
  5. Baykul, Y. (2000). İlköğretimde matematik öğretimi: 1-5. sınıflar için. Pegem A. Yayıncılık. Berg, C. A., & Smith, P. (1994). Assessing students' abilities to construct and interpret line graphs: Disparities between multiple‐choice and free‐response instruments. Science Education, 78(6), 527-554.
  6. Bowen, G. M., Roth, W. M., & McGinn, M. K. (1999). Interpretations of graphs by university biology students and practicing scientists: Toward a social practice view of scientific representation practices. Journal of Research in Science Teaching, 36(9), 1020-1043.
  7. Cifarelli, V. (1998). The development of mental representations as a problem solving activity. The Journal of Mathematical Behavior, 17(2), 238-264.
  8. Clement, J. (1985, July). Misconceptions in graphing. Proceedings of the Ninth International Conference for the Psychology of Mathematics Education (Vol. 1, pp. 369-375). Utrecht,, The Netherlands: Utrecht University. An Investigation of Seventh Grade Students’ Performances on Conceptual, Procedural and Graphic. 11 Coştu, B. (2007). Comparison of students’ performance on procedural, conceptual and graphical chemistry gas problems. Journal of Science Education and Technology, 16(5), 379-386.
  9. Coştu, B. (2010). Procedural, conceptual and graphical chemistry problems. Asian Journal of Chemistry, 22, 8