Ortaokul Matematik Öğretmen Adaylarının Matematiksel Modelleme Yeterliklerinin Cinsiyete Göre İncelenmesi: Çok Boyutlu Madde Tepki Kuramı

Yıl 2018, Cilt: 8 Sayı: Özel Sayı, 150 - 169, 30.11.2018

Yüksel Dede Veysel Akçakın Gürcan Kaya

https://doi.org/10.17984/adyuebd.456626

Cited By: 3

Öz

Bu
çalışmanın amacı, ortaokul matematik öğretmen adaylarının matematiksel
modelleme yeterliklerinin belirlenmesidir. Bu amaç doğrultusunda; nedensel
karşılaştırma araştırması olarak desenlenen bu çalışmada, ortaokul matematik
öğretmen adaylarının matematiksel modelleme yeterlikleri incelenmiş ve
cinsiyet faktörünün bu yeterlikler üzerinde istatistiksel olarak anlamlı bir
farklılık oluşturup oluşturmadığı belirlenmiştir. Çalışmanın katılımcıları,
seçkisiz olmayan örnekleme yöntemlerinden kolay ulaşılabilir örnekleme yöntemi
ile belirlenen 144’ü kadın ve 63’ü erkek olmak üzere 207 ortaokul matematik
öğretmen adayından oluşmuştur. Araştırma sonuçları,  ortaokul matematik öğretmen adaylarının
genel matematiksel modelleme yeterliği, problemi yapılandırma, değişkenleri
belirleme ile yorumlama-doğrulama yeterliklerinin negatif logit değerleri,
matematik modeli oluşturma ve matematik çalışma yeterliklerinin ise pozitif
logit değerleri aldıklarını göstermektedir. Öğretmen adaylarının matematik
modeli oluşturma matematiksel modelleme alt yeterliğinin en yüksek logit
değeri, yorumlama-doğrulama matematiksel modelleme alt yeterliğinin ise en
düşük logit değeri aldığı belirlenmiştir. Ayrıca, cinsiyet faktörünün öğretmen
adaylarının genel matematiksel modelleme yeterliği ve matematiksel modelleme
alt yeterlikleri puanları üzerinde istatistiksel olarak anlamlı bir farklılık
oluşturmadığı da tespit edilmiştir.

Anahtar Kelimeler

Matematiksel Modelleme, Matematiksel Modelleme Yeterlikleri, Ortaokul Matematik Öğretmen Adayları, Cinsiyet, Çok Boyutlu Madde Tepki Kuramı

Examining Mathematical Modeling Competencies of Pre-Service Middle School Mathematics Teachers by Gender: Multidimensional Item Response Theory

Öz

The aim of this
study is to determine the mathematical modeling competencies of pre-service
middle school mathematics teacher. In accordance with this purpose; in this
study, which is designed as a causal comparison study, the mathematical
modeling competencies of the pre-service middle school mathematics teacher
were examined and it was determined whether these competency make a
statistically significant difference according to the gender. Participants of
the study consisted of 207 pre-service middle school mathematics teacher, 144 female
and 63 male, determined by convenient sampling method. The results of the
research show that the general mathematical modeling competencies, problem
simplifying, identifying variables and interpreting/validation modelling
sub-competencies of the pre-service middle school mathematics teachers have
negative logit values and mathematizing and mathematical analysis modelling
sub-competencies  have positive logit
values. It was determined that the pre-service teachers had the highest logit
value of mathematical analysis sub-competency and the lowest logit value of
interpretation and validation sub-competency. Moreover, there was no
significant difference between the general modeling competence and the other
modeling sub-competency scores of pre-service teachers according to gender.

Anahtar Kelimeler

Mathematical Modeling, Mathematical Modeling Competencies, Middle School Mathematics Teacher Candidates, Gender, Multidimensional Item Response Theory

Kaynakça

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