Matematiksel Modellemenin Öğretim Araçlarına Yansımaları: Ders Kitabı Analizi

Year 2017, Volume: 7 Issue: 1, 61 - 86, 30.06.2017

Zeynep Çavuş Erdem , Muhammed Fatih Doğan , Ramazan Gürbüz , Seda Şahin

https://doi.org/10.17984/adyuebd.309793

Cited By: 12

Abstract

Bu çalışmada son yıllarda birçok
ülkenin öğretim programına girmiş olan matematiksel modellemeye ders
kitaplarında ne derece kadar yer verildiği ve kitaplarda yer alan modelleme
kavramının matematiksel modellemeyi ne ölçüde yansıttığı incelenmiştir. Doküman
incelemesi yönteminden yararlanılan çalışmada, 2016-2017 eğitim-öğretim yılında
uygulamada olan tüm ortaokul (5, 6, 7, 8) matematik ders kitaplarında yer alan
model ve modelleme kavramları tespit edilerek öğrenme alanı, sınıf seviyesi,
modelin kullanıldığı bölüm ve kullanılan model türü açısından içerik analizi
yöntemiyle değerlendirilmiştir. Yapılan değerlendirmeler neticesinde, ders
kitaplarında modelleme kavramının matematiksel
modellemeden ziyade “matematiği modelleme” şeklinde ele alındığı ve modellerin
bazı konularda yoğun bir şekilde kullanılırken bazı konularda model kavramına
değinilmediği ve modellerin ise sadece somut ve görsel yapılarla sınırlı
kaldığı söylenebilir. Ders kitaplarındaki modelleme anlayışı
somutlaştırma ve görselleştirme şeklindedir. Programda matematiksel modellemeye
yapılan vurgu da dikkate alındığında, söz konusu sınırlı algının değiştirilmesi
için ders kitaplarında modelleme anlayışının revize edilmesi gerektiği
önerilebilir.

Keywords

Matematiksel Modelleme, Matematiği Modelleme, Ders Kitabı

The Reflections of Mathematical Modeling in Teaching Tools: Textbook Analysis

Abstract

In this study, we investigate to what extent
mathematical modelling, which has been included extensively in many countries'
curriculum in recent years, is included in middle school textbooks in Turkey
and how the concept  of modeling in
textbooks reflects mathematical modeling. By conducting the document review,
model and modeling concepts in all middle school (5, 6, 7, 8) mathematics
textbooks in the 2016-2017 academic year were determined and evaluated, by
means of content analysis method, in terms of the learning area, the class
level, the section that model used, and the type of model used. The results
show that the concept of modeling in middle school mathematics textbooks is
used as a “modeling mathematics" rather than as means of mathematical
modelling. Also, the concept of modelling is used intensively in some topics,
but not mentioned in some topics and class levels at all. The concept of
modelling used in the textbooks was limited only to concrete and visual
structures.  Thus, the purpose of modelling
in the textbooks was to model mathematical concepts into the concrete and
visual forms rather than mathematizing the problem. Considering the emphasis on
mathematical modeling in the current mathematics standards, we suggest that
this limited and problematic understanding of modeling should be revised to
reflect purpose of mathematical modelling in order to have better learning
opportunities for both teachers and students. 

Keywords

Mathematical Modeling, Modeling Mathematics, Textbook

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