İlköğretim altıncı sınıf matematik dersi öğretim programı cebir öğrenme alanı kazanımlarına ulaşılma düzeyi

Abstract

The primary aim of this study is to define reaching of attainment levels of algebra learning domain in sixth grade of elementary mathematics education program. In the study; it has been fulfilled in descriptive featured scanning model because the existing case was tried to define. 510 sixth grade students, determined by stratified sampling method among Elementary Schools in Balıkesir city centre, have applied into the study. As data collecting tool, pre and post test has been used to define the level in obtaining acquisitions of Algebra learning domain in sixth grade of Elementary Mathematic course curriculum applications. Acquired data have been evaluated by using descriptive analysis, t test for related samples and covariance analysis. Effect sizes correlation coefficient was also calculated. In consequence of the study it has been concluded that the students’ Algebra test point averages are meaningful in favor of the post-test (p<.05), as a result of Algebra learning domain applications in Elementary school sixth grade of Elementary Mathematic course curriculum, but for the reason that the post-test’s absolute success point averages are under 0.75, the complete learning level has not been reached, that the students’ obtaining just about %57 of the acquisitions at the level of 75 has shown that the learning process are not as sufficient as expected level for providing accessibility of learning process’ acquisitions, and that students’ level, studying in upper group schools, in attaining acquisitions are higher compared to those in middle and lower group schools, and when the students’ pre test results are taken under control, obtained post test’s corrected results have also significant difference.