İLKÖĞRETİM MATEMATİK ÖĞRETMENİ ADAYLARININ GEOGEBRA’YA İLGİLERİNİ ETKİLEYEN FAKTÖRLER

Year 2015, Volume: 16 Issue: 3, 329 - 349, 01.08.2015

Bekir Kürşat Doruk Muharrem Aktümen

Abstract

Çalışmada bir dönem boyunca GeoGebra ile eğitim almış, bunun yanında farklı derslerde bu yazılımın uygulamalarıyla karşılaşmış öğretmen adaylarının GeoGebra’ya yönelik ilgilerinin incelenmesi ve bu ilgiyi olumlu-olumsuz yönde etkileyen faktörlerin araştırılması amaçlanmıştır. 73 öğretmen adayına uygulanan anket ve 11 öğretmen adayı ile düzenlenen görüşmeler yardımıyla elde edilen verilerin analizi sonucu cinsiyet, akademik başarı ve sınıf düzeyinin GeoGebra’ya duyulan ilgi üzerine anlamlı etkileri olduğu görülmüştür. Bu değişkenler dışında öğretmen adaylarının ilgi düzeylerini olumlu ve olumsuz yönde etkilediğini düşündükleri etkenler ve ilgiyi artırmak için yaptıkları öneriler hakkında bulgulara ulaşılmıştır. Elde edilen bulgular doğrultusunda matematik öğretmen adaylarının dinamik matematik yazılımı GeoGebra’ya ilgilerini artırmak ve onları mesleğe daha iyi hazırlayabilmek amacıyla bazı önerilere yer verilmiştir.

Keywords

GeoGebra, GeoGebra’ya ilgi, ilköğretim matematik öğretmen adayları

The Factors That Affect Pre-Service Elementary Mathematics Teachers’ Interest in GeoGebra

Abstract

The aims of this study are: to determine pre-service teachers’ levels of interest in GeoGebra, and to examine the factors that affect this interest. The pre-service teachers had received instruction using GeoGebra and used this software in other courses during one semester. The study data were collected using a questionnaire administered to 73 preservice teachers and in interviews with 11 pre-service teachers. Data analysis showed that gender, academic achievement and grade level have significant effects on interest in GeoGebra. Factors thought to affect interest levels positively and negatively and findings about their implications for increasing interest were also obtained. Certain implications were emphasized toincrease the interests of pre-service mathematics teachers in the dynamic mathematics software, GeoGebra, and to prepare them for the profession better

Keywords

GeoGebra, interest in GeoGebra, pre-service elementary mathematics teachers

References

• Aktumen, M. (2012). Bir Ressamın Fırçası Olarak GeoGebra. 6th. International Computer & Instructional Technologies Symposium (ICITS). 4-6 Ekim, Gaziantep.
• Balgalmis, E., Shafer, K.G., & Cakiroglu, E. (2013). Reactions of pre-service elementary teachers’ to implementing technology based mathematics lessons. In B. Ubuz, Ç. Haser, & M. A. Mariotti. (Eds.), Proceedings of the eigth congress of the European Society of Research in Mathematics Education. ( pp. 2534-2543 ) . Ankara, Turkey, METU.
• Baltacı, S. (2014). Dinamik matematik yazılımının geometrik yer kavramının öğretiminde kullanılmasının bağlamsal öğrenme boyutundan incelenmesi Yayınlanmamış doktora tezi, Karadeniz Teknik Üniversitesi, Trabzon.
• Baltaci, S. ve Yildiz, A. (2015). GeoGebra 3D from the perspectives of elementary preservice mathematics teachers who are familiar with a number of software, Cypriot Journal of Education Sciences, 10(1). 12-17.
• Baltacı, S., Yıldız, A. ve Kösa, T. (2013). Analitik Geometri Kavramlarının Öğreniminde Geocebir Dinamik Matematik Yazılımının Potansiyeli, I. Bilgisayar ve Matematik Eğitimi Kongresi, 20-22 Haziran, Trabzon.
• Barkatsas, A., Kasimatis, K.,& Gialamas, V. (2009). Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement. Computers & Education. 52, (3), 562–570.
• Bebetsos, E. & Antoniou, P. (2009). Gender differences on attitudes, computer use and physical activity among Greek university students. The Turkish Online Journal of Educational Technology.8(2), 63-67.
• Bingimlas, K.A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: a review of the literature. EURASIA Journal of Mathematics, Science and Technology Education, 5(3), 235-245.
• Bozkurt, A. & Cilavdaroğlu, A.K. (2011). Matematik ve sınıf öğretmenlerinin teknolojiyi kullanma ve derslerine teknolojiyi entegre etme algıları. Kastamonu Eğitim Dergisi. 19 (3), 859-870
• Bransford, J. D., Brown, A. L. & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
• Bu,L.& Haciomeroglu, E.S. (2010). GeoGebra in mathematics teacher education: The case of quadratic relations. MSOR Connections. 10(1),6-9.
• Busch, T. (1995). Gender differences in self-efficacy and attitudes toward computers. J. Educational Computing Research, 12 (2), 147-158.
• Dewey, J. (1913). Interest and Effort in Education. Cambridge, MA: Riverside Press.
• Doruk, B. K., Aktümen M., Aytekin C. (2013). Pre-service elementary mathematics teachers’ opinions about using GeoGebra in mathematics education with reference to “teaching practices”. Teaching Mathematics and its Applications.32, 140-157.
• European Schoolnet. (2013). ICT in mathematics and science classes: use and obstacles. Briefing Papers (5), 1-3.
• Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research & Development, 53(4), 25-39.
• Forgasz, H. (2002). Computers for learning mathematics: Gender beliefs. In A. D. Cockburn & E. Narda (Eds.). Proceedings of the 26th Conference of the International Group for the Psychology of Mathematics Education, (2), 369–375. Norwich, UK: PME.
• Forgasz, H. J., & Griffith, S. (2006). Computer algebra system calculators: Gender issues and teachers’ expectations. Australian Senior Mathematics Journal, 20 (2), 18-30.
• Haciomeroglu, E.S., Bu, L., Schoen, R.C., & Hohenwarter, M. (2009). Learning to develop mathematics lessons with GeoGebra. MSOR Connections, 9(2), 24-26.
• Hall, J., & Chamblee, G. (2013) Teaching Algebra and Geometry with GeoGebra: Preparing Pre-Service Teachers for Middle Grades/Secondary Mathematics Classrooms. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Applied Research, 30:1-2, 12-29.
• Harackiewicz, J.M.,& Hulleman, C.S. (2010). The importance of interest: the role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4(1), 42–52.
• Hidi, S., & Harackiewicz, J. M. (2000). Motivating academically unmotivated: A critical issue for 21st century. Review of Educational Research, 70, 151-179.
• Hidi, S., & Baird, W. (1988). Strategies for increasing text-based interest and students’ recall of expository texts. Reading Research Quarterly, 23, 465–483.
• Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111–127.
• Hohenwarter, M., & Lavicza, Z. (2007). Mathematics Teacher Development with ICT: Towards an International GeoGebra Institute, Proceedings of British Society for Research into Learning Mathematics, 27.
• Hohenwarter, J., Hohenwarter, M., ve Lavicza, Z. (2010). Evaluating difficulty levels of dynamic geometry software tools to enhance teachers’ professional development. International Journal for Technology in Mathematics Education, 17 (3).
• International Society for Technology in Education (ISTE). (2008). National educational technology standards for teachers, (2nd. Ed.). Eugene, OR: Author
• Karaarslan, E., Boz, B.,& Yıldırım, K. (2013). Matematik ve Geometri Eğitiminde Teknoloji Tabanlı Yaklaşımlar. XVIII. Türkiye'de İnternet Konferansı, 9-11 Aralık, İstanbul.
• Karadag, Z. & McDougall, D. (2009). Dynamic worksheets: visual learning with the guidance of Polya. MSOR Connections, 9(2), 13-16.
• Kozma, R.B. (1991). Learning with media. Review of Educational Research, 61(2), 179- 211.
• Kul, U. (2013). Professional development of Turkish primary mathematics teachers within a computer-integrated learning environment: An exploration of changes in beliefs. Doctoral Dissertation. University of Leicester, Leicester.
• Mainali, B.R., & Key, M. B. (2012). Using dynamic geometry software GeoGebra in developing countries: A case study of impressions of mathematics teachers in Nepal. International Journal for mathematics teaching and learning, 1-16.
• Markauskaite, L. (2006). Gender issues in preservice teachers’ training: ICT literacy and online learning. Australasian Journal of Educational Technology. 22(1), 1-20.
• Ministry of National Education [MNE]. (2013). Ortaokul matematik dersi (5, 6, 7 ve 8. sınıflar) öğretim programı .Ankara.
• National Council of Teachers of Mathematics [NCTM]. (2000). Principles and Standards for School Mathematics. Reston Virginia: NCTM.
• Preiner, J. (2008). Introducing dynamics mathematics software to mathematics teacher: The case of GeoGebra. Doctoral Dissertation in Mathematics Education, University of Salzburg, Salzburg, Austria.
• Sherman, M. (2010). A conceptual framework for using GeoGebra with teachers and students. GeoGebra NA2010. Ithaca College, Ithaca, NY, USA, July 27-28 2010.
• Shiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, (3 & 4), 299-323.
• Si, C. W. & Man, S. K. (2010). Gender Difference in the Use of Computer Software: Computer Self-Efficacy and Stereotype of Computer Software, Hong Kong Baptist (Erişim 13 Eylül 2015)
• http://libproject.hkbu.edu.hk/trsimage/hp/07012071.pdf
• Stoilescu, D. & Egodawatte, G. (2010). Gender differences in the use of computers, programming, and peer interactions in computer science classrooms. Computer Science Education. 20 (4), 283–300.
• Stols, G., & Kriek, J. (2011). Why don’t all maths teachers use dynamic geometry software in their classrooms? Australasian Journal of Educational Technology, 27(1), 137-151.
• Tabachnick, B. & Fidell, L. (2007). Using Multivariate Statistics. 5th Ed. Pearson Education.
• Tatar, E. (2013). The effect of dynamic software on prospective mathematics teachers’ perceptions regarding information and communication technology. Australian Journal of Teacher Education, 38(12), 1-16.
• Varma, R. (2010). Why so few women enroll in computing? Gender and ethnic differences in students’ perception Computer Science Education, 20, 301–316. doi: 10.1080/08993408.2010.527697
• Whitley, B. E., Jr. (1997). Gender differences in computer-related attitudes and behaviors: A meta-analysis. Computers in Human Behavior, 13, 1-22.
• Wu, H.-K., Hsu, Y. S., & Hwang, F. K. (2008). Factors affecting teachers’ adoption of technology in classrooms: Does school size matter? International Journal of Science and Mathematics Education, 6(1), 63-85.
• Yıldız, A., Baltacı, S. ve Aktümen, M. (2012). İlköğretim matematik öğretmen adaylarının dinamik matematik yazılımı ile üç boyutlu cisim problemlerini çözme süreçleri. Kastamonu Eğitim Fakültesi Dergisi, 20(2), 591-604.