İlköğretim Matematik Öğretmen Adaylarının Çokgenlere Dair Geometri Bilgilerinin İncelenmesi

Year 2017, Volume: 18 Issue: 2, 375 - 399, 01.05.2017

Büşra Kartal Cengiz Çınar

Abstract

Öğretmenlerin geometri bilgileri, öğrencilerin geometri perfromanslarını etkileyen önemli bir faktördür. Bu önem göz önüne alınarak bu çalışmada ilköğretim matematik öğretmen adaylarının çokgenlere dair geometri bilgilerinin incelenmesi amaçlanmıştır. Bir durum çalışması olarak tasarlanan çalışmaya amaçlı örnekleme yoluyla seçilen ilköğretim matematik eğitiminde öğrenim görmekte olan 33 üçüncü sınıf öğretmen adayıkatılmıştır. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen ve 19 açık uçlu sorudan oluşan Çokgenler Konu Testi kullanılmıştır. Sorular; i tanım, ii matematiksel ilişki ve bağıntı ve iii matematikel işlem ve süreçleri bilmeyi gerektiren sorular olmak üzere üç alt gruba ayrılmış ve bir rubrik ile analiz edilmiştir. Araştırma sonuçlarına göre, öğretmen adaylarının matematiksel tanım bilmeyi gerektiren sorularda diğer alt gruplarda yer alan sorulara göre daha başarılı olduğu ve öğretmen adaylarının doğru cevabı bulsalar bile cevaplarını açıklamak için yeterli ve matematiksel düşünceye uygun gerekçelerde bulunamadıkları gözlemlenmiştir. Bu çerçevede öğretmen adaylarına geometrik argüman yazma ve geometrik ispat yapma konusunda daha fazla imkan verilmesi önerilmiştir.

Keywords

öğretmen adayları, geometri bilgisi, çokgenler

Examining Pre-service Mathematics Teachers’ Geometry Knowledge of Polygons

Abstract

Teachers’ geometry knowledge is an important factor that affects students’ achievement in geometry. Taking this importance into consideration, this study aimed to examine preservice mathematics teachers’ geometry knowledge of polygons. The study was designed as a case study. 33 junior pre-service mathematics teachers were participated in study via purposeful sampling. Polygon Questionnaire was developed by reseaerchers and used as data collection tool. There are 19 open-ended questions that were divided into three groups; i definition-based, ii mathematical relationship-based, and iii mathmematical process-based questions. Data was analyzed via rubric. According to findings, pre-service teachers were more successful in definition-based questions than in other groups. Even though they found the correct answer, they failed to make adequate and mathematically valid justifications in order to explain their answers. It was suggested to give pre-service teachers more opportunities to write geometric arguments and prove geometrically

Keywords

pre-service teachers, geometry knowledge, polygons

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