Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions

Bengi Birgili; İpek Saralar

doi:10.47479/ihead.1796702

EN TR

Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions

Öz

This study explored sixth- and seventh-grade students’ conceptual and procedural fractional knowledge. The participants comprised 30 purposely selected students (aged 12-13) from a private middle school in Istanbul. Employing an explanatory sequential mixed methods design; first, a well established fractions test was utilized to assess the students' conceptual and procedural understanding; this was followed by classroom observations and semi-structured interviews. Findings revealed a statistically significant correlation between conceptual and procedural knowledge, and high-achieving students exhibited a combination of these knowledge domains, while low-achieving students relied predominantly on procedural knowledge. This study underscores the importance of fostering a balanced acquisition of both conceptual and procedural knowledge in fractions to enhance mathematical understanding and skills among middle school students.

Anahtar Kelimeler

Destekleyen Kurum

This research was not supported.

Etik Beyan

We received ethical approval from the MEF University Ethics Committee, numbered MEF-13052019.

Ortaokul Öğrencilerinin Sesi: Kesirlerdeki Kavramsal ve İşlemsel Bilgilerinin İncelenmesi

Öz

Bu çalışma, altıncı ve yedinci sınıf öğrencilerinin kesirlere ilişkin kavramsal ve işlemsel bilgilerini incelemiştir. Katılımcılar, İstanbul’daki özel bir ortaokuldan amaçlı örnekleme yoluyla seçilen 30 öğrenciden (12–13 yaş aralığında) oluşmaktadır. Açıklayıcı sıralı karma yöntem deseninin kullanıldığı araştırmada, öncelikle öğrencilerin kavramsal ve işlemsel bilgi düzeylerini değerlendirmek amacıyla alan yazında geçerliliği kanıtlanmış bir kesir testi uygulanmış; ardından sınıf gözlemleri ve yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Bulgular, kavramsal ve işlemsel bilgi arasında istatistiksel olarak anlamlı bir korelasyon olduğunu ortaya koymuş; yüksek başarı gösteren öğrencilerin her iki bilgi türünü de bütünleştirerek kullandıkları, düşük başarı gösteren öğrencilerin ise ağırlıklı olarak işlemsel bilgiye dayandıkları belirlenmiştir. Bu çalışma, ortaokul öğrencilerinin matematiksel anlayış ve becerilerini geliştirmek için kavramsal ve işlemsel bilginin dengeli bir şekilde kazandırılmasının önemini vurgulamaktadır.

Anahtar Kelimeler

Destekleyen Kurum

Araştırma herhangi bir kurum tarafından desteklenmemektedir.

Etik Beyan

Çalışmamız MEF Üniversitesi Etik Kurulu’ndan MEF-13052019 numaralı etik onayını almıştır.

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Matematik Eğitimi

Bölüm

Araştırma Makalesi

Yazarlar

Bengi Birgili
0000-0002-2990-6717
Türkiye

İpek Saralar ^*
0000-0002-4942-4408
Türkiye

Yayımlanma Tarihi

25 Aralık 2025

Gönderilme Tarihi

3 Ekim 2025

Kabul Tarihi

26 Kasım 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 10 Sayı: 2

DOI

https://doi.org/10.47479/ihead.1796702

IZ

https://izlik.org/JA35AT23DD

Kaynak Göster

RIS / Bibtex

APA

Birgili, B., & Saralar, İ. (2025). Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions. Ihlara Eğitim Araştırmaları Dergisi, 10(2), 233-250. https://doi.org/10.47479/ihead.1796702

AMA

1.Birgili B, Saralar İ. Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions. Ihlara Eğitim Araştırmaları Dergisi. 2025;10(2):233-250. doi:10.47479/ihead.1796702

Chicago

Birgili, Bengi, ve İpek Saralar. 2025. “Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions”. Ihlara Eğitim Araştırmaları Dergisi 10 (2): 233-50. https://doi.org/10.47479/ihead.1796702.

EndNote

Birgili B, Saralar İ (01 Aralık 2025) Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions. Ihlara Eğitim Araştırmaları Dergisi 10 2 233–250.

IEEE

[1]B. Birgili ve İ. Saralar, “Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions”, Ihlara Eğitim Araştırmaları Dergisi, c. 10, sy 2, ss. 233–250, Ara. 2025, doi: 10.47479/ihead.1796702.

ISNAD

Birgili, Bengi - Saralar, İpek. “Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions”. Ihlara Eğitim Araştırmaları Dergisi 10/2 (01 Aralık 2025): 233-250. https://doi.org/10.47479/ihead.1796702.

JAMA

1.Birgili B, Saralar İ. Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions. Ihlara Eğitim Araştırmaları Dergisi. 2025;10:233–250.

MLA

Birgili, Bengi, ve İpek Saralar. “Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions”. Ihlara Eğitim Araştırmaları Dergisi, c. 10, sy 2, Aralık 2025, ss. 233-50, doi:10.47479/ihead.1796702.

Vancouver

1.Bengi Birgili, İpek Saralar. Voice of Middle School Students: Illuminating Their Conceptual and Procedural Knowledge in Fractions. Ihlara Eğitim Araştırmaları Dergisi. 01 Aralık 2025;10(2):233-50. doi:10.47479/ihead.1796702