The Main Tenets of Direct Instruction and Constructivism the Case of Translations

Year 2007, Volume: 27 Issue: 1, 195 - 213, 01.03.2007

İsmail Özgür Zembat

Abstract

This article investigates the new national mathematics curriculum developed by the Ministry of Education. It starts with an analysis of behaviorism that has been the main approach adopted in Turkey for so long. The comparison between constructivism and behaviorism follows. Moreover, using a sample activity offered in the new mathematics curriculum, an argumentation is made on how a geometric transformation like translations can be constructed. An alternative activity and the analysis of the action research are also offered. The article pushes the reader to think about how the aforementioned sample activity affects the views of teachers, which educational theory it traces and how it can be analyzed from a constructivist point of view.

Keywords

Constructivism, mathematics curriculum, symmetry

Yansıma Dönüşümü, Doğrudan Öğretim ve Yapılandırmacılığın Temel Bileşenleri

Abstract

Bu makalede yeni matematik programı baz alınarak yansıma dönüşümü yapılandırmacı mercekle incelenmektedir. Bu yapılırken senelerdir Türk eğitim sisteminin bel kemiğini oluşturan doğrudan anlatımın temel özelliklerinin kısa bir analizi yapılmakta ve yapılandırmacılıkla bu yaklaşım kıyaslanmaktadır. Ayrıca, yeni matematik programından seçilen bir etkinlik örneği araç olarak kullanılarak, geometrik dönüşümlerden yansıma dönüşümünün nasıl yapılandırılabileceğine yönelik önerilerde bulunulup bununla ilgili bir eylem araştırması ve sonuçları sunulmaktadır. Yapılan analizler sonucunda, yeni programca önerilen etkinlik örneğinin potansiyel uygulayıcılar olan öğretmenlerde nasıl bir izlenim bırakabileceği, hangi eğitim teorisini süzgeç kullanan mesajlar içerdiği ve yapılandırmacı açıdan nasıl olması gerektiğine dair sapThis article investigates the new national mathematics curriculum developed by the Ministry of Education. It starts with an analysis of behaviorism that has been the main approach adopted in Turkey for so long. The comparison between constructivism and behaviorism follows. Moreover, using a sample activity offered in the new mathematics curriculum, an argumentation is made on how a geometric transformation like translations can be constructed. An alternative activity and the analysis of the action research are also offered. The article pushes the reader to think about how the aforementioned sample activity affects the views of teachers, which educational theory it traces and how it can be analyzed from a constructivist point of view.Yapılandırmacılık, matematik programı, yansıma dönüşümüConstructivism, mathematics curriculum, symmetry Tam Metin

Keywords

Yapılandırmacılık, matematik programı, yansıma dönüşümü

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