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

Abstract

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.

Keywords

• 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

Abstract

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.

Keywords

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

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