7th Grade Students’ Mathematical Difficulties in Force and Motion Unit

2016-3-31
Cebesoy, Ümran Betül
Yeniterzi, Betül
Show full item record
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
255
views
117
downloads
Integration of science and mathematics as well as with other disciplines is overarching goal of science education. In spite of its importance, teachers have concerns about mathematical difficulties that their students encounter during their teaching. One of the most common subjects that students have mathematical difficulties was reported as physics. With this regard, the present study is aimed to investigate seventh grade students' mathematical errors in a physics related subject, specifically force and motion unit. We collected data from 129 seventh grade middle school students which were chosen conveniently throughout an open-ended questionnaire. The findings revealed that the students encountered difficulties in ratio and proportion and conversion of units, topics as well as ordering numbers while answering the questions in this unit. Implication for science courses was discussed.
Force and motion, Mathematical difficulties, Integration, Science, Mathematics
https://hdl.handle.net/11511/51411
Turkish Journal of Education
Department of Elementary Education, Article

Suggestions

Science teachers’ theory and pedagogy of argumentation in science education: design, implementation, and evaluation of a graduate course through educational design research
Özdem Yılmaz, Yasemin; Çakıroğlu, Jale; Ertepınar, Hamide; Department of Elementary Education (2014)
The current study is an educational design research on the design, implementation and evaluation of a graduate course that is aimed at improving science teachers’ theory and pedagogy of argumentation in science education. It was aimed to describe the educational design process of a graduate course with a reflexive approach. In addition to the design process, the science teachers’ instructional practices in argumentation based lessons were explored in the study. The participants were 1 elementary school scie...
Pre-service elementary mathematics teachers’ views about using graphing calculators in elementary school algebra: the case of using Classpad
Kaplan, Merve; Çetinkaya, Bülent; Erbaş, Ayhan Kürşat; Department of Secondary Science and Mathematics Education (2011)
Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in va...
Scientific epistemological beliefs, perceptions of constructivist learning environment and attitude towards science as determinants of students approaches to learning
Özkal, Kudret; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2007)
The purpose of this study was to investigate scientific epistemological beliefs, perceptions of constructivist learning environment, attitude towards science, prior knowledge and gender as determinants of students’ approaches to learning. This study was carried out in 2005-2006 Spring Semester. One thousand, one hundred and fifty two eighth grade students from seven public schools in Çankaya, a district of Ankara participated in this study. Epistemological Beliefs Questionnaire, Constructivist Learning Envi...
Middle school mathematics teachers' use of textbooks and integration of textbook tasks into practice: a mixed methods study
Özgeldi, Meriç; Çakıroğlu, Erdinç; Erbaş, Ayhan Kürşat; Department of Elementary Science and Mathematics Education (2012)
The current study aimed to explore middle school mathematics teachers’ use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Quest...
Middle School Mathematics Teachers' Views and Experiences Regarding Technology Integration
Duran, Anıl Ayseli; Çakıroğlu, Erdinç; Department of Mathematics Education (2022-6-27)
The purpose of the study was to investigate the views and experiences of middle school mathematics teachers regarding technology integration. How they use technology, their perceived benefits of it, difficulties that they face, their ways of overcoming the difficulties, and teachers’ suggestions that would be helpful for all teachers were determined based on their experiences. Qualitative research was conducted with nine middle school mathematics teachers using the snowball sampling method. The participants...
Citation Formats
Ü. B. Cebesoy and B. Yeniterzi, “7th Grade Students’ Mathematical Difficulties in Force and Motion Unit,” Turkish Journal of Education, pp. 18–32, 2016, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/51411.
METU IIS - Integrated Information Service open@metu.edu.tr