Hatalı Örnek Aracılığıyla Dikdörtgen ile Paralelkenar Arasındaki İlişkinin İncelenmesi

Year 2025, Volume: 9 Issue: 21, 424 - 441, 31.08.2025

Seda Şahin

https://doi.org/10.57135/jier.1632593

Abstract

Bu çalışmanın amacı matematik öğretmen adaylarının hatalı örnek aracılığıyla dikdörtgen ve paralelkenar arasındaki ilişkiyi nasıl anlamlandırdıklarını araştırmaktır. Araştırma Türkiye’de bir devlet üniversitesinde İlköğretim Matematik Öğretmenliği bölümünde ikinci ve üçüncü sınıfta öğrenim gören 90 öğretmen adayı ile yürütülmüştür. Örnek durum çalışması niteliğindeki çalışmanın veri toplama araçlarını hatalı bir örneğin yer aldığı bir etkinlik ile öğretmen adaylarının etkinlik önerileri oluşturmaktadır. Elde edilen veriler içerik analizi ile analiz edilmiştir. Bulgular öğretmen adaylarının sadece %13’ünün hatalı örneği analiz etme ve kabul edilebilir bir etkinlik önerisinde bulunarak yeterli kavramsal bilgiye sahip olduklarını göstermektedir. Katılımcıların büyük çoğunluğunun (%64) hatalı örneği analiz etmede başarısız oldukları; bu öğretmen adaylarının da %59’unun hatalı örnek içeren etkinlik önerisinde bulundukları tespit edilmiştir. Araştırmanın sonuçları hatalı örneklerin öğretmen eğitiminde pedagojik bir araç olarak kullanılabileceği gibi öğretmen adaylarının kavramları anlamlandırma düzeylerinin belirlenmesinde etkili bir araç olduğunu desteklemektedir. Özel olarak bu çalışmanın sonuçları hatalı örnek aracılığıyla öğretmen adaylarının sahip oldukları “Dikdörtgen paralelkenarın özel bir halidir.” bilgisinin birçoğu için kavramsal temellere değil görsel algıya dayalı olduğunu ortaya koymuştur.

Keywords

hatalı örnekler , dörtgenler , dikdörtgen , paralelkenar

Examining the Relationship Between Rectangles and Parallelograms Through an Erroneous Example

Abstract

The aim of this study is to investigate how pre-service mathematics teachers make sense of the relationship between rectangle and parallelogram through an erroneous example. The study was conducted with 90 pre-service mathematics teachers studying in the second and third grades in the Department of Elementary Mathematics Teaching at a state university in Turkey. The data collection tools of the case study consisted of a task involving an erroneous example and the task suggestions of the pre-service teachers. The data obtained were analyzed by content analysis. The findings show that only 13% of the pre-service teachers had sufficient conceptual knowledge to analyze the erroneous example and propose an acceptable task. It was found that the majority of the participants (64%) were unsuccessful in analyzing the erroneous example and 59% of these pre-service teachers proposed tasks that included erroneous examples. The results of the study support that erroneous examples can be used as a pedagogical tool in teacher education as well as an effective tool for determining pre-service teachers' level of understanding of concepts. In particular, the results of this study revealed that the knowledge of "Rectangle is a special case of parallelogram" held by pre-service teachers through erroneous examples was based on visual perception rather than conceptual foundations for most of them.

Keywords

Erroneous Example , quadrilaterals , rectangle , parallelogram

Ethical Statement

Ethical approval to report this case was obtained from Kilis 7 Aralık University with approval number 2022/07 at 21/04/2022.

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