Türkiye’deki 11. Sınıf Matematik Ders Kitaplarının Radyan Tanım ve Şekil Temsillerinin İncelenmesi: Nitel ve Nicel Açı Görüşü

Year 2022, Volume: 39-1 Issue: 2, 71 - 97, 31.12.2022

Fikret Cihan , Hatice Akkoç

https://doi.org/10.52597/buje.909571

Abstract

Bu çalışmanın amacı Türkiye’deki matematik ders kitaplarında yer alan radyan tanım ve şekil temsillerinin incelenmesidir. Bu nitel araştırmanın verileri 2019-2020 eğitim-öğretim yılında 11. sınıf ortaöğretim matematik derslerinde okutulması kararlaştırılan beş ders kitabından toplanmıştır. Bu belgelerden elde edilen veriler Alyami’nin (2020) radyan açı ölçüsünün tanım ve şekilleri için nitel ve nicel açı görüşü ayrımına dayanan analiz çerçevesi kullanılarak betimleme çözümlemesine tabi tutulmuştur. Araştırmanın sonuçlarına göre ders kitaplarındaki radyan tanımları ve tanımı açıklayan radyan şekil temsilleri bir radyana odaklanmaktadır. Bu tanım ve şekillerde yay uzunluğu ile yarıçapın eşitlik dışındaki orantısal ilişkiye yeterince vurgu yapılmamıştır. Araştırmanın sonuçları doğrultusunda ders kitaplarındaki radyan tanımı ve radyan temsili şekillerde yay uzunluğu ile yarıçap uzunluğunun eşitlik dışındaki nicel ilişkisinin ön plana çıkarılması önerilebilir.

Keywords

matematik ders kitapları, nicel açı görüşü, nitel açı görüşü, Radyan, trigonometri öğretimi

Investigation of the Radian Definitions and Figure Representations in 11th Grade Mathematics Textbooks in Turkey: Qualitative and Quantitative Views of Angle

Abstract

This study aims to examine the radian definition and figure representations in mathematics textbooks in Turkey. The data of this qualitative research consist of five 11th grade upper secondary mathematics textbooks used during the 2019-2020 academic year. Definitions and figures of radian angle measurement were analyzed descriptively using Alyami’s (2020) framework based on qualitative and quantitative views of angle. According to the findings, the definitions and representations of radian focus on one radian rather than the proportional relationships except the case of equality of arc length and radius. Considering the findings, we propose that the textbooks definitions and figures should highlight the quantitative relationships in addition to the case of equality of arc length and radius.

Keywords

Radian, mathematics textbook, qualitative view of angle, quantitative view of angle, teaching of trigonometry

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