Matematik Emporium Modeli ve Üniversite Düzeyi Cebir Derslerinde Öğrenmenin Psikososyal Faktörleri

Year 2020, Volume: 8 Issue: 3, 845 - 857, 15.06.2020

Erdem Demiröz

Abstract

Bu makalede geleneksel ve matematik Emporium ile yeniden-tasarlanmış üniversite düzeyi cebir derslerinde öğrenmenin psikososyal faktörlerindeki değişimler incelenmiştir. Deney-kontrol grubu öntest-sontest yarı deneysel modeli kullanılan nicel çalışmanın örneklemi 224 öğrenciden oluşmaktadır. Araştırma sonuçları her iki öğretim modelinde de öğrencilerin teknoloji-destekli matematik derslerine karşı tutumlarında, matematikte başarılı olabilmelerine ilişkin inançlarında ve matematiğe karşı genel tutumlarında anlamlı bir değişim olduğunu ortaya koymuştur. Araştırma öğrencilerin matematiğe karşı tutumlarının, matematik öğrenmek için dış motivasyonlarının, matematik derslerindeki öğrenme yaşantılarından kaynaklanan memnuniyetin dönem boyunca sadece yeniden tasarlanan derslerde anlamlı şekilde değiştiğini ortaya çıkarmıştır. Geleneksel yöntemle öğretilen ve yeniden tasarlanmış (Emporium) şekilde öğretilen matematik dersleri karşılaştırıldığında ise her iki eğitim ortamında sadece öğrencilerin matematiğe karşı tutumlarının ve teknoloji destekli matematik eğitimine karşı tutumlarının anlamlı şekilde farklı olduğu belirlenmiştir.  

Keywords

Matematik Emporium, Cebir, Derslerin yeniden tasarımı, Öğretim teknolojileri

The Mathematics Emporium Model and Psychosocial Factors of Learning in College Algebra

Abstract

In this manuscript, changes in psychosocial factors of learning were examined in two forms of college algebra: traditionally-taught and redesigned using Math Emporium model. Sample of this quasi experimental quantitative study in which experiment-control group pretest-posttest design is used consists of 224 students. Results of the study revealed that attitudes toward technology-supported mathematics, beliefs about being able to do mathematics, and overall attitudes toward mathematics changed significantly in both educational settings. Attitudes toward mathematics, extrinsic motivation to learn mathematics, and satisfaction from mathematics learning experiences, from technology-supported mathematics, and from mathematics instruction changed significantly in redesigned sessions throughout the semester. Attitudes toward mathematics and attitudes toward technology-supported mathematics were significantly different when traditionally-taught and the redesigned college algebra sessions compared. 

Keywords

College Algebra, Math Emporium, Course Redesign, Instructional Technologies.

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