Abstract
This study examines the effects of activities developed with WEB 2.0 tools based on the 5E learning cycle model on the multiplication achievement of 4th graders. Nonequivalent control group pretest-posttest quasi-experimental design was employed in the study. Two of the three groups that were equivalent in terms of achievement were assigned as experimental group and one as control group. While multiplication activities developed with WEB 2.0 tools based on 5E learning cycle model were used in the math classes of the experiment 1 group, multiplication activities developed with WEB 2.0 tools were used in the math classes of the Experiment 2 group. The control group math class was taught according to the 4th grade math textbook approved by the Ministry of National Education. The study lasted 14 hours (three weeks). A semi-structured interview form was used to determine student views on WEB 2.0 tools. According to the study results, there was no significant difference between the pretest achievement scores of the experiment 1, experiment 2 and control group students. A significant difference was determined between the pretest and posttest scores of experiment 1, experiment 2 and control group students in favor of the posttest. A significant difference was found between the posttest achievement scores between the groups. This difference was in favor of the experiment 1 group between experiment 1 and control group and in favor of the Experiment 2 group between experiment 2 and control group. There was no significant difference between the experiment 1 and experiment 2 groups.
Highlights
Our ability to understand and apply mathematical concepts, and our calculation and problem-solving skills affect many decisions we make in every aspect of our lives
Calculation and problem-solving skills are skills that will benefit every person in their personal, professional and social lives, it is necessary to specialize in this field (Witzel & Little, 2018)
According to Van de Walle et al (2018), mathematics is a science of pattern and order, which is commonly found in nature as well as in our surroundings encountered on a daily basis
Summary
Our ability to understand and apply mathematical concepts, and our calculation and problem-solving skills affect many decisions we make in every aspect of our lives. The people who will play an active role in shaping the future in the world we live in will be those who can understand the structure behind all these and do math. Academic and professional pathways are blocked for those who cannot acquire mathematical competence. For this reason, relevant opportunities should be provided and support should be given for all students to learn mathematics (NCTM, 2000). They are engaged with the question of ‘How many candies are distributed?’. Each student’s estimations are hanged on the board. Storyjumper and Antropi from the question in the engage phase and broadened questions.
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