How to Introduce Function Concept in Textbooks?: Evaluations of Pre-Service Mathematics Teachers

Year 2020, , 240 - 270, 30.06.2020

Zuhal Yılmaz Hande Gülbağcı Dede , Hatice Akkoç

https://doi.org/10.17522/balikesirnef.645888

Cited By: 1

Abstract

Textbooks are one of the most commonly used
instructional resources by teachers. Using textbooks without critical
evaluation has a direct impact on instruction. For this reason, it is important
to examine how pre-service teachers evaluate and criticize textbooks. The aim
of this study is to examine how pre-service mathematics teachers evaluate the
introductory sections of three different mathematics textbooks on functions
each of which embraces a different function idea. In the study, pre-service
teachers’ written evaluation reports on the introductory sections were
examined. It was found that they could evaluate the introductory sections of
the books with a critical lens along with providing mathematical and
pedagogical justification. However, a significant weakness of pre-service
teachers’ mathematical justifications is the difficulty in supporting their
ideas about the limitations and affordances of function ideas. A major weakness
in pedagogical justifications was that the examples of daily life were privileged
regardless of to what extent they represented the mathematical meaning of
function.

Keywords

function, function ideas, mathematics pre-service teachers, textbook, textbook evaluation

Supporting Institution

Marmara Üniversitesi

Project Number

EGT-K-091116-0515

Ders Kitaplarında Fonksiyon Kavramına Nasıl Giriş Yapılıyor?: Matematik Öğretmen Adaylarının Değerlendirmeleri

Abstract

Özet – Ders kitapları öğretmenlerin en çok kullandıkları ders materyalleri
arasında yer almaktadır. Ders kitaplarının değerlendirilmeden derslerde bire
bir kullanılması
öğretimi doğrudan etkilemektedir. Bu sebeple göreve başlayacak olan öğretmen
adaylarının ders kitaplarını nasıl değerlendiklerinin incelenmesi önemlidir. Bu
çalışmanın amacı matematik öğretmen adaylarının fonksiyona ait üç farklı fikri
benimseyen üç farklı ders kitabını nasıl değerlendirdiklerini belirlemektir.
Çalışmada adayların ders kitaplarının fonksiyona giriş bölümleri için
yazdıkları değerlendirme raporları incelenmiştir. Çalışma sonucunda adayların
ders kitaplarındaki farklı fonksiyon girişlerine matematiksel ve pedagojik
gerekçeler göstererek eleştirel bir gözle bakabildikleri ortaya çıkmıştır. Buna
rağmen adayların sundukları matematiksel gerekçeleri yeterli düzeyde
açıklayamadığı görülmüştür. Ayrıca adayların giriş bölümlerinde var olan günlük
hayat örneklerine çok fazla önem verdikleri fakat bu örneklerin fonksiyonu
matematiksel olarak temsil edip etmediğini yeterince irdelemedikleri
görülmektedir.

Keywords

ders kitabı, ders kitabı değerlendirme, fonksiyon, fonksiyon fikirleri, matematik öğretmen adayları

Project Number

EGT-K-091116-0515

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