Matematik Öğretmen Adaylarının Konu Alan Bilgilerinin Hataya Yaklaşımları Açısından İncelenmesi

Year 2012, Volume: 2 Ek:A Issue: 2 Sp:A, 27 - 32, 30.06.2012

Alper Cihan Konyalıoğlu Merve Özkaya Solmaz Damla Gedik

Abstract

Bu çalışmada, matematik öğretmen adaylarının türev kavramındaki matematik konu alan bilgileri, hatalı çözülmüş sorulara yaklaşımları dikkate alınarak incelenmiştir. Çalışma amacına yönelik olarak adaylara, hatalı çözülmüş açık uçlu sorulardan oluşan test uygulanmıştır. Yazılı cevapların analizi, matematik öğretmen adaylarının türev kavramı ile ilgili işlem sorularını genelde yapabilmelerine karşın bu soruların benzerlerinin çözümlerinde yapılan hataları konu alan bilgisi bağlamında açıklayamadıklarını göstermiştir. Dolayısıyla adayların konu alan bilgi yeterliliklerinin göstergelerinden birisi hatayı doğru tespit edebilme bileşenidir

Keywords

Konu alan bilgisi, matematik alan bilgisi, pedagojik alan bilgisi, hata yaklaşımı, türev

Investigation of Pre-Service Mathematics Teachers’ Subject- Matter Knowledge in terms of Their Approaches to Errors

Abstract

In this study considering pre-service mathematics teachers’ approaches to the questions solved incorrectly,

their subject-matter knowledge in the concept of derivative was investigated. In the accordance with this

purpose, a test that consisted of open-ended questions resolved incorrectly, was carried out. Analysis of written

response showed that although pre-service mathematics teachers usually solved the operational questions about the

concept of derivative, they did not explain errors made in solution of questions like these in terms of their subject

matter knowledge. Consequently one of indicators of the pre-service teachers’ subject matter knowledge sufficiency

is determining the errors correctly.

Keywords

Subject-matter knowledge, mathematical content knowledge, pedagogical content knowledge, error approach, derivative

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