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Dergiler / Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi / 2026 / Cilt: 20 Sayı: 1

Matematiksel Modelleme Etkinliklerinin Kullanıldığı Öğrenme Ortamında Açığa Çıkan Sosyomatematiksel Normların İncelenmesi

An Examination of Sociomathematical Norms That Emerge in a Learning Environment Where Mathematical Modeling Activities Are Used

Gamze Küre(Milli Eğitim Bakanlığı Adana)0009-0000-7138-5858
Mehmet Gülburnu(MERSIN UNIVERSITY)0000-0001-6270-8619
Sayfa
249–278
Yayın Tarihi
2026-06-26
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Araştırmanın bulguları matematiksel modelleme etkinliklerinin kullanıldığı ortaokul mateamtik sınıfında “katılım normu”, “gerekçelendirme normu”, “eleştirel olma normu”, “iş birliği normu” ve “revizyon normu” gibi sosoyomateamtiksel normların ortaya çıktığını göstermiştir.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Bu araştırmanın amacı matematiksel modelleme etkinliklerinin kullanıldığı öğrenme ortamında açığa çıkan sosyomatematiksel normları incelemektir.
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Temel Bulgular & Veri:Araştırma Türkiye’nin Akdeniz bölgesinde bulunan bir devlet ortaokulunda 24 ortaokul öğrencisi (10 erkek, 14 kız) ile yürütülmüştür.
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Sonuç & Katkı:Araştırmanın bulguları matematiksel modelleme etkinliklerinin kullanıldığı ortaokul mateamtik sınıfında “katılım normu”, “gerekçelendirme normu”, “eleştirel olma normu”, “iş birliği normu” ve “revizyon normu” gibi sosoyomateamtiksel normların ortaya çıktığını göstermiştir.
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:matematik öğrenme/öğretme · Modelleme · matematiksel modelleme

Özet

Bu araştırmanın amacı matematiksel modelleme etkinliklerinin kullanıldığı öğrenme ortamında açığa çıkan sosyomatematiksel normları incelemektir. Araştırma Türkiye’nin Akdeniz bölgesinde bulunan bir devlet ortaokulunda 24 ortaokul öğrencisi (10 erkek, 14 kız) ile yürütülmüştür. Veri toplama aracı olarak matematiksel modelleme etkinlik kağıtları ve video-ses kayıtları kullanılmıştır. Yedinci sınıfında öğrenim gören ve seçmeli bir ders olan matematik uygulamaları dersini tercih eden öğrencilerle 5 haftalık bir süreçte elde edilen verilerin analizinde nitel yöntemler kullanılmıştır. Araştırmanın bulguları matematiksel modelleme etkinliklerinin kullanıldığı ortaokul mateamtik sınıfında “katılım normu”, “gerekçelendirme normu”, “eleştirel olma normu”, “iş birliği normu” ve “revizyon normu” gibi sosoyomateamtiksel normların ortaya çıktığını göstermiştir. Bununla beraber matematiksel modelleme etkinliklerinin öğrencilerin matematiksel becerilerinin geliştirilmesinin yanı sıra sınıf içi etkileşimleri düzenleyen, paylaşım ve tartışma temelli güçlü bir sınıf mikrokültürünün oluşumunu desteklediğini göstermiştir. Ayrıca belirlenen sosyomateamtiksel normların müzakeresinin öğrencilerin matematiksel düşünme yapıları, problem çözme stratejileri ve sınıf içi etkileşim örüntüleri üzerinde dönüştürücü bir etkiye sahip olduğunu da ortaya koymuştur. Bu bağlamda, gelecekte yapılacak çalışmalar için, matematiksel modelleme kültürünün bileşenlerinin (soru türleri, geri bildirim stratejileri, sınıf içi müdahaleler vb.) sosyomatematiksel normların gelişimine etkisine yönelik çeşitli öneriler sunlmuştur.

Abstract

The purpose of this study is to examine the sociomathematical norms that emerge in a learning environment in which mathematical modeling activities are implemented. The study was conducted with 24 middle school students (10 male, 14 female) in a public middle school located in the Mediterranean region of Türkiye. Mathematical modeling activity worksheets and video–audio recordings were used as data collection tools. The participants were seventh-grade students who voluntarily selected the elective course mathematics applications, and the data were collected over a five-week instructional period. Qualitative research methods were employed in the analysis of the data.The findings revealed that several sociomathematical norms emerged in the middle school mathematics classroom where mathematical modeling activities were implemented, including the norms of participation, justification, critical evaluation, collaboration, and revision. In addition, the results indicated that mathematical modeling activities not only contributed to the development of students’ mathematical skills but also supported the formation of a strong classroom microculture characterized by interaction, sharing, and discussion. Furthermore, the negotiation of the identified sociomathematical norms was found to have a transformative effect on students’ mathematical thinking structures, problem-solving strategies, and patterns of classroom interaction. In this context, suggestions are offered for future research regarding the effects of the components of mathematical modeling culture (such as types of questions, feedback strategies, and classroom interventions) on the development of sociomathematical norms.

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Bu Makaleye Atıf Yap

Küre, G., Gülburnu, M. (2026). Matematiksel Modelleme Etkinliklerinin Kullanıldığı Öğrenme Ortamında Açığa Çıkan Sosyomatematiksel Normların İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, Cilt: 20 Sayı: 1, 249–278. https://doi.org/10.17522/balikesirnef.1887573

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