Matematik Öğretmen Adaylarının Cebirin Temel Kavramlarına Yönelik Bilgi Düzeyleri

Year 2023, Issue: 56, 949 - 973, 22.06.2023

Mahir Biber

https://doi.org/10.53444/deubefd.1265632

Cited By: 2

Abstract

Bu araştırmada, ortaokul matematik öğretmen adaylarının cebir öğrenme alanının temel kavramlarına yönelik bilgi düzeylerini belirlemek ve çeşitli değişkenlere göre incelemek amaçlanmıştır. Araştırma bir devlet üniversitesinin İlköğretim Matematik Öğretmenliği programına devam eden ve kolay örnekleme yöntemine göre belirlenen 151 öğretmen adayı ile yürütülmüştür. Araştırmada durum çalışması deseninden yararlanılmıştır. Araştırmanın verileri araştırmacı tarafından hazırlanan 9 açık uçlu soru ile toplanmıştır. Verilerin analizinde hem nicel hem de nitel analiz tekniklerinden yararlanılmıştır. Elde edilen sonuçlar, ortaokul matematik öğretmen adaylarının cebirin temel kavramlarına ve kavramlar arasındaki ilişkilere yönelik bilgi düzeylerinin yetersiz olduğunu göstermektedir. Öğretmen adaylarının cebir bilgilerinin üst sınıflara doğru geliştiği, buna karşın üst düzey bir cebir bilgisinin oluşturulamadığı anlaşılmaktadır. Ayrıca, cebir bilgi düzeylerinin cinsiyete göre farklılaşmamasına karşın kızların ortalamalarının erkeklerden daha yüksek olduğu sonucuna ulaşılmıştır.

Keywords

matematik, öğretmen adayları, cebir, bilgi düzeyi

Knowledge Levels of Pre-Service Mathematics Teachers on the Basic Concepts of Algebra

Abstract

This study aimed to determine the knowledge levels of secondary school mathematics pre-service teachers about the basic concepts of learning algebra and to examine them according to various variables. The research was carried out with 151 pre-service teachers who attended a state university's Primary Education Mathematics Teaching program and were determined according to the convenience sampling method. The case study technique was used in the research. The data of the study were collected with nine open-ended questions prepared by the researcher. Both qualitative and quantitative analysis techniques were used in data analysis. The results show that the secondary school mathematics pre-service teachers have insufficient knowledge of the basic concepts of algebra and the relationships between the concepts. It is understood that pre-service teachers' algebra knowledge developed towards the upper classes with the effect of the courses they took in their undergraduate education but did not reach the high level. In addition, although the pre-service teachers' algebra knowledge levels did not differ according to gender, it was concluded that the mean algebra scores of girls were higher than boys.

Keywords

mathematics, pre-service teachers, algebra, knowledge level

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