Osmangazi Journal of Educational Research

Yazarlar: ["Kürşat YENİLMEZ", "Hilal ÖZCAN", "Abdulhalim BATU", "Fehmi MART"]

Konular:-

Anahtar Kelimeler:Mathematical thinking components,LGS,Learning domain

Özet: In this study, it is aimed to examine the high school entrance exam (LGS) questions held between 2017-2021 years in terms of mathematical thinking components. Within the scope of this research, it is aimed to examine generalization, customization, making assumptions, logical thinking and symbol usage, which are components of mathematical thinking. Qualitative research model was used in the research. With the document review form developed by the researchers, all questions were examined according to learning areas and thematic analysis was used in the analysis of the data. In the research, when the questions that appeared in LGS between the years 2017-2021 were examined, it was determined that the questions from the logical thinking component were mostly included and the questions from the generalization component were the least. Considering the learning areas, it has been determined that the logical thinking component is given weight to a large extent and the distribution of mathematical thinking components differs in each learning area. This situation is explained by the fact that the distribution of the number of questions in the learning areas is different, and it has been suggested that the distribution should be balanced according to both learning areas and mathematical thinking components in general.

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