THE LENGTH MEASUREMENT IN THE TURKISH MATHEMATICS CURRICULUM: ITS POTENTIAL TO CONTRIBUTE TO STUDENTS' LEARNING

2012-04-01
Tan-Sisman, Gulcin
Aksu, Meral
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
64
views
0
downloads
"Knowing and doing measurement" is a fundamental competency in real life since measuring attributes of objects in appropriate units and using measuring tools assist students to quantify and understand the world. For this reason, the study of measurement has a special place in every mathematics curriculum. Among the domains of measurement, length measurement is extremely important for students to understand basic ideas about measurement and to construct bases for more advance topics as area and volume measurement. However, research on students' understanding of length measurement reveals serious difficulties varying from incorrect alignment with a ruler to confusion of perimeter with area. One of the reasons for students' struggles in measurement is considered as weaknesses in the intended (written) curriculum. In this respect, this study was designed to investigate the content of length measurement in the Turkish mathematics curriculum (1st-fifth grade) in terms of its potential to support students' understanding. For this purpose, the Turkish Mathematics Curriculum Guide was carefully analyzed by considering main components of the curriculum (e.g. learning objectives). In spite of some weaknesses, the length measurement content in the curriculum seems to provide meaningful opportunities for students to develop the concepts and skills involved in length measurement.
Curriculum analysis, Length measurement, Teaching and learning measurement, Turkish Elementary Mathematics Curriculum
https://hdl.handle.net/11511/32454
INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION
Graduate School of Social Sciences, Article

Suggestions

A Study on Sixth Grade Students' Misconceptions and Errors in Spatial Measurement: Length, Area, and Volume
TAN ŞİŞMAN, GÜLÇİN; Aksu, Meral (2016-10-01)
The purpose of the present study was to portray students' misconceptions and errors while solving conceptually and procedurally oriented tasks involving length, area, and volume measurement. The data were collected from 445 sixth grade students attending public primary schools in Ankara, Turkiye via a test composed of 16 constructed-response format tasks. The findings revealed a wide range of misconceptions and errors such as "believing that all rulers are 30 cm long," "confusing area formula with perimeter...
The development of elementary mathematics teachers’ technological pedagogical content knowledge regarding geometry through mathematics coaching
Aygün, Berna; Işıksal Bostan, Mine; Department of Elementary Education (2016)
The aim of this study was to investigate the Technological Pedagogical Content Kowledge (TPACK) Development of the in-service mathematics teachers in the field of geometry through participating in mathematics coaching. In order to achieve the purpose of the study, two elementary mathematics teachers working in public schools in Black Sea Region participated in the study. The method of qualitative research was used to get deep and rich information about the development of elementary mathematics teachers’ TPA...
An examination of the relationship between content familiar texts derived from readers' interest and reading performance of English language learners at University level
Öztürk, Nesrin; Aksu, Meral; Department of Educational Sciences (2010)
This study aimed to examine the relationship of background knowledge in relation to topic interest and reading performance of English language learners at TOBB University of Economics and Technology. For that, a reading interest questionnaire and three reading comprehension tests, which were accompanied with a 2-item background & interest questionnaire, were developed by the researcher. These instruments were implemented on 75 English language learners studying at TOBB ETU Preparatory School. The results ob...
Development of a test for assessing teachers’ mathematical content knowledge for teaching geometric measurement at elementary grade level
Esen, Yasemin; Çakıroğlu, Erdinç; Çapa Aydın, Yeşim; Department of Elementary Education (2013)
The purpose of this research was to develop and provide evidence for the construct validity of an instrument designed to measure pre-service mathematics teachers' mathematical knowledge for teaching (MKT) measurement specifically on the concepts of length, area and volume.The test is referred as the Test of Mathematical Knowledge for Teaching Measurement (TMK-M).It was aimed to contribute to fill the gaps for lack of valid measures to be used for assessing elementary mathematics pre-service teachers’ MKT. T...
Correlations between problem and solution domain measures of open source software
Ayyildiz, Tulin Ercelebi; Koçyiğit, Altan (2017-01-01)
Software size measurement and effort estimation methodologies in use today usually take the detailed requirements of software to be developed as the primary input and a certain amount of time and expertise is needed for size measurement. This paper analyzes the open source projects' correlations between the problem domain measures (the number of nouns and verbs) and solution domain measures (the number of software classes and methods). In this paper, 27 open source software projects are analyzed. Linear reg...
Citation Formats
G. Tan-Sisman and M. Aksu, “THE LENGTH MEASUREMENT IN THE TURKISH MATHEMATICS CURRICULUM: ITS POTENTIAL TO CONTRIBUTE TO STUDENTS’ LEARNING,” INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, pp. 363–385, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/32454.
METU IIS - Integrated Information Service open@metu.edu.tr