Öğretmenlerin Fonksiyon Kavramı ve Öğretimine İlişkin Pedagojik Görüşleri

Abstract

Bu araştırmada öğretmenlerin fonksiyonlar konusunda sahip oldukları pedagojik alan bilgileri iki boyutu itibariyle incelenmektedir. Araştırmanın örneklem uzayı meslekte yeterli tecrübeye sahip iki öğretmenden oluşmaktadır. Veri toplama ve analiz aşamalarında, nitel araştırma yönteminin araçları kullanılmış ve çalışmaya teorik alt yapı oluşturmak üzere Shulman (1986) tarafından geliştirilmiş olan „pedagojk alan bilgisi‟ düşüncesinden yararlanılmıştır. Çalışmanın bulguları öğretmenlerin, öğrencilerinin fonksiyon kavramını öğrenirken karşılaştıkları zorluklar ve geliştirdikleri kavram yanılgılarını teşhis etme ve bunların zihinsel sebeplerini anlamada oldukça benzer düşüncelere sahip olduklarını, ancak bu zorlukların ve yanılgıların giderilmesi için farklı öğretim yaklaşımları sergilediklerini göstermektedir

Keywords

• Pedagojik alan bilgisi, fonksiyon kavramı, sabit fonksiyon, ters fonksiyon, parçalı fonksiyon

Teachers’ Pedagogical Indications about The Concept of Function and Its Teaching

Abstract

This paper examines two aspects of teacher‟s pedagogical content knowledge within the function context. The participants were two experienced mathematics teachers. The research employed a qualitative case study using semi-structured interviews as the main source of data. Data was analysed using qualitative methods which included content and discourse analysis methods. The notion of „pedagogical content knowledge‟ provided a theoretical framework for the study. The research findings indicated that there was no difference between the teachers in diagnosing their students‟ diffculties and misconceptions with the function concept and their sources; yet the teachers differed remarkably in proposing pedagogical treatments to help their students overcome these obstacles

Keywords

• Pedagogical content knowledge, function concept, constant function, inverse functon, piecewise function

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