Examination of Mathematics Course Contents Related to Proof in the Educational Informatics Network

Year 2024, , 59 - 86, 29.06.2024

Fikret Cihan

https://doi.org/10.17522/balikesirnef.1395739

Abstract

This research aims to examine the mathematics course contents related to proof in the Educational Informatics Network. The document analysis method was used in this qualitative research. The data of the study consisted of 35-course contents related to proof in the Educational Informatics Network. These contents were subjected to content analysis. According to analysis results, it has been determined that there isn’t enough proof in the contents of the Educational Informatics Network for all grade levels and in all learning domains. Although not in sufficient numbers, the proofs in these contents mostly consist of proofs belonging to the “Geometry” learning domain. The number of proofs in the “Numbers and Algebra” learning domain is limited. It is seen that no proof of the “Data, Counting, and Probability” learning domain is included. In line with the results of this research, it can be suggested to produce more content related to proof suitable for cognitive developments and grade levels by making the most of the potential of technology for all grade levels and all learning domains.

Keywords

COVID-19, distance education, mathematics learning media, online learning, proof teaching

Eğitim Bilişim Ağındaki İspatla İlgili Matematik Ders İçeriklerinin İncelenmesi

Abstract

Bu araştırma Eğitim Bilişim Ağındaki ispatla ilgili matematik ders içeriklerini incelemeyi amaçlamaktadır. Bu nitel araştırmada doküman incelemesi yöntemi kullanılmıştır. Araştırmanın verilerini Eğitim Bilişim Ağındaki ispatla ilgili 35 ders içeriği oluşturmaktadır. Bu içerikler içerik analizine tabi tutulmuştur. Analiz sonuçlarına göre Eğitim Bilişim Ağındaki içeriklerde tüm sınıf düzeylerinde ve tüm öğrenme alanlarında yeterince ispat yapılmadığı saptanmıştır. Yeterli sayıda olmamakla birlikte bu içeriklerdeki ispatları çoğunlukla “Geometri” öğrenme alanına ait ispatlar oluşturmaktadır. “Sayılar ve Cebir” öğrenme alanına ait ispatlar sayıca sınırlı kalmaktadır. “Veri, Sayma ve Olasılık” öğrenme alanına ait hiçbir ispata yer verilmediği görülmektedir. Araştırmanın sonuçları doğrultusunda, tüm sınıf düzeylerinde ve tüm öğrenme alanlarında, teknolojinin potansiyellerinden en üst düzeyde yararlanılarak bilişsel gelişimlere ve sınıf seviyelerine uygun ispatla ilgili daha fazla içerik üretilmesi önerilebilir.

Keywords

COVID-19, çevrimiçi öğrenme, ispat öğretimi, matematik öğrenme ortamı, uzaktan eğitim

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