Öğrencilerin Matematiksel Anlamalarını Geliştirmek için Ön Bilgilerin Kullanımı: Bir Fonksiyon olarak Öteleme

Year 2022, Issue: 53, 467 - 494, 30.06.2022

Hilal Gülkılık

https://doi.org/10.53444/deubefd.1079496

Abstract

Matematik eğitimi araştırmacıları ve öğretim programı geliştiricileri, matematik öğretiminin öğrencilerin ön bilgileri dikkate alınarak tasarlanması gerektiği konusunda hemfikirdir. Bu araştırmanın amacı, öğrencilerin herhangi bir matematiksel konuyla ilgili matematiksel anlamalarını geliştirmek için, ön bilgilerin öğretim dizaynında nasıl kullanılabileceğine dair bir yaklaşım sunmaktır. Konu olarak, okul matematiği ve matematik öğretmen adaylarının eğitimi için önemli konularından birisi olan öteleme seçilmiş ve Pirie-Kieren teorisinde yer alan geriye katlamalar ile öğretim müdahaleleri temel alınarak bir eylem araştırması dizayn edilmiştir. Katılımcılar, bir devlet üniversitesinin Matematik Öğretmenliği programının dördüncü sınıfında öğrenim gören 28 matematik öğretmen adayıdır. Araştırmanın verileri, öteleme dersleri başlamadan önce uygulanan ön teste katılımcıların verdiği yazılı cevaplar, dersler boyunca gerçekleşen matematiksel tartışmalara yönelik kayıtlar, ders gözlem notları ile dersi yürüten eğitimcilerin ders öncesi veya sonrası görüşmelerinde alınan notlardan oluşturmaktadır. Dersler boyunca, öğretmen adaylarının ön bilmeleri üzerinde çalışmalarını sağlayan geriye katlamaları teşvik eden öğretim müdahalelerin, adayların ötelemeyi bir fonksiyon olarak anlamlandırmalarına yardımcı olduğu belirlenmiştir. Araştırmanın, öğrencilerin matematiksel anlamalarını desteklemek amacıyla ön bilmeleri referans alarak öğretim tasarlamak isteyen matematik eğitimcilerine fikir vereceği düşünülmektedir.

Keywords

Matematik eğitimi, matematiksel anlama, ön bilgi

Using Prior Knowledge to Advance Students’ Mathematical Understanding: Geometric Translation as a Function

Abstract

Mathematics education researchers and curriculum developers agree that instruction should be designed by considering students’ prior knowledge. The purpose of this research was to present an approach to how prior knowledge can be used in instructional design to advance students’ mathematical understanding of any mathematical subject. Translation was chosen as one of the crucial subjects for school mathematics and the education of pre-service mathematics teachers. An action research was designed drawing on the folding backs and interventions in the Pirie-Kieren theory. The participants were 28 pre-service secondary mathematics teachers studying in the fourth year of the Mathematics Teaching program at a state university. The data consists of the written answers given by the participants to the pre-test applied before the translation lessons, the recordings of the mathematical discussions that took place during the lessons, the lesson observation notes, and the notes taken during the pre-or post-lesson interviews of the instructors. Interventions that encouraged pre-service teachers to work on their prior knowings through folding backs helped them understand translation as a function. The research has the potential to provide an approach to mathematics educators who want to design instruction based on prior knowledge to support students’ mathematical understanding.

Keywords

Mathematics education, mathematical understanding, prior knowledge, transformations

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