Students’ Quantitative Reasoning while Engaging in a Mathematical Modeling Task Designed for Learning Linear Function

Year 2018, Volume: 8 Issue: Special Issue, 53 - 85, 30.11.2018

Aytuğ Özaltun Çelik Esra Bukova Güzel

https://doi.org/10.17984/adyuebd.456722

Cited By: 7

Abstract

It is important for students to think the quantities related to the linear functions, to construct new
quantities and to relate the different representations of linear functions
through quantitative reasoning. The purpose of this study is to examine the students’
quantitative reasoning while engaging in the mathematical modeling task, which
was designed, for learning the linear function.
The participants of the study conducted with a teaching experiment were
consisted of ten 10th grade students with three girls and seven boys. The
students engaged in the written task in pairs which they decided to work
together themselves. The data were each group’s written solutions and the
transcriptions of the camera recordings of the process of working on the task.
The collected data were analysed in two stages as ongoing analyses and
retrospective analyses in the direction of the students' quantitative
reasoning. Based on the data analysis, it was seen that
students were cognitively more active while they were working on a situation
which they had experienced or which was meaningful for them. It could be said
that designing the task by considering the students’ quantitative reasoning
triggering reflective abstraction was important factor in supporting the
students to construct the quantities. In this context, it is suggested to use
from mathematical modeling tasks during the teaching concept.

Keywords

Linear Function, Mathematical Modeling, Quantitative Reasoning, Teaching Experiment

Doğrusal Fonksiyonun Öğrenilmesine Yönelik Tasarlanan Modelleme Etkinliği Üzerine Çalışan Öğrencilerin Nicel Muhakemeleri

Abstract

Öğrencilerin nicel
muhakeme yoluyla doğrusal fonksiyondaki temel çoklukları düşünmeleri, yeni
çokluklar oluşturmaları ve farklı gösterimler arasında ilişkilendirmeler
yapmaları kavramsal öğrenme için önemlidir. Bu çalışmada doğrusal fonksiyonun öğrenilmesine
yönelik tasarlanan modelleme etkinliği üzerinde çalışan öğrencilerin nicel
muhakemelerini incelemek amaçlanmıştır. Öğretim deneyine dayalı
gerçekleştirilen çalışmanın katılımcılarını bir fen lisesindeki üçü kız, yedisi
erkek on tane 10.sınıf öğrencisi oluşturmaktadır. Öğrenciler yazılı olarak
verilen etkinlik üzerinde kendi belirledikleri ikişer kişilik gruplar halinde
çalışmışlardır. Grupların çözüm kağıtları ve etkinlik çalışmaları boyunca
alınan video kamera kayıtlarının transkriptleri araştırmanın verilerini oluşturmuştur.
Toplanan veriler öğrencilerin nicel muhakemeleri doğrultusunda devam eden
analizler ve geriye dönük analizler olarak iki aşamada analiz edilmiştir. Analizler,
öğrencilerin deneyimledikleri ya da anlam yükleyebildikleri bir durum üzerinde
çalışırlarken zihinsel olarak daha aktif eylemler sergilediklerini göstermiştir.
Etkinliğin yansıtıcı soyutlamayı destekleyecek nicel muhakemeleri göz önüne
alarak tasarlanmasının öğrencilerin çoklukları oluşturmalarını desteklemede
önemli bir etken olduğu söylenebilir. Bu bağlamda modelleme etkinliklerinden
kavram öğretimi süreçlerinde yararlanılması önerilmektedir.

Keywords

Doğrusal Fonksiyon, Matematiksel Modelleme, Nicel Muhakeme, Öğretim Deneyi

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