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İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ STANDART OLMAYAN SÖZEL PROBLEMLERE VERDİKLERİ YANITLAR VE YORUMLAR

Year 2011, Volume: 12 Issue: 3, 55 - 74, 01.08.2011

Abstract

Bu araştırmada, ilköğretim matematik öğretmen adaylarının standart olmayan sözel problemlere ne türden yanıtlar verdikleri ve problemlerin çözümüne yönelik olarak yapmış oldukları yorumlar belirlenmiştir. Araştırma, Mersin Üniversitesi Eğitim Fakültesinde öğrenim görmekte toplam 126 öğretmen adayı ile gerçekleştirilmiştir. Araştırmanın verileri 12 problemden oluşan problem çözme testi ve 12 öğretmen adayı ile yapılan klinik görüşmeler aracılığıyla toplanmıştır. Verilerin analizinde, Verschaffel ve diğerleri 1994 ve Inoue 2005 tarafından geliştirilen kodlama ile betimsel analiz yöntemi benimsenmiştir. Öğretmen adaylarının standart olmayan sözel problemlere gerçekçi yanıt, gerçekçi olmayan beklenen yanıt ve beklenmedik gerçekçi gerekçeli yanıtlar verdikleri görülürken, problemlerin çözümleri sırasında teknik hata, yanıt verememe ve herhangi bir kodlama sınıfına girmeyen diğer durumlarının ortaya çıktığı da görülmüştür. Öğretmen adaylarının sözel problemlerdeki çözüm tercihlerinin sınıf düzeylerine göre farklılık gösterdiği belirlenmiştir.

References

  • Cooper, B. and Harries, T. (2003). Children’s use of realistic considerations in problem solving: Some English evidence. Journal of Mathematical Behavior. 22, 451- 465.
  • Gay, L.R., Mills, G.,E. and Airasian, P. (2006).Educational research:Competencies for analysis and applications (8th Edt.). Upper Saddle River, N.J. : Pearson Merrill Prentice Hall.
  • Greer, B. (1993). The modelling perspective on wor(l)d problems. Journal of Mathematical Behavior. 12, 239-250.
  • Greer, B. (1997). Modelling reality in mathematics classrooms: The case of word problems. Learning and Instruction.7 (4), 293-307.
  • Holmes, E. E. (1995). New directions in elementary school mathematics: Interactive teaching and learning. Englewood Cliffs, N.J.: Merrill.
  • Hunting, R., P. (1997). Clinical interview methods in mathematics education research and practice. Journal of Mathemaical Behavior. 16(2), 145-165.
  • Inoue, N. (2005).The realistic reasons behind unrealistic solutions: The role of interpretive activity in word problem solving. Learning and Instruction. 15, 69-83.
  • Olkun, S., Şahin, Ö., Akkurt, Z., Dikkartın, F.T. ve Gülbağcı, H. (2009). Modelleme yoluyla problem çözme ve genelleme: İlköğretim öğrencileriyle bir çalışma. Eğitim ve Bilim, 34(151), 65-73.
  • Öktem, S.,P. (2009). İlköğretim ikinci kademe öğrencilerinin gerçekçi cevap gerektiren matematiksel sözel problemleri çözme becerileri. Yayınlanmamış Yüksek Lisans Tezi.Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. (2nd Edt.). California: Sage Publication.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. (3rd Edt.). California: Sage Publication.
  • Reusser, K., and Stebler, R. (1997). Every word problem has a solution – The social rationality of mathematical modeling in schools. Learning and Instruction. 7, 309-327.
  • Richey, R.C. and Klein, J.D. (2007). Design and development research: Methods, strategies, and issues. Mahwah, N.J.: L. Erlbaum Associates.
  • Souviney, R. J. (1994). Learning to teach mathematics (2nd Edt). Englewood Cliffs: Macmillan Publishing Company.
  • Umay, A. ve Arıol, Ş. (2009). Matematik problemlerinin seçiminde kullanılabilecek bazı gösterge önerileri. XVIII. Ulusal Eğitim Bilimleri Kurultayı. Ege Üniversitesi Eğitim Fakültesi.
  • Verschaffel, L., De Corte E. and Lasure, S. (1994). Realistic considerations in mathematical modelling of school arithmetic word problems. Learning and Instruction. 4,273-294.
  • Verschaffel, L, De Corte,,E.&Borghart, I. (1997). Pre-service teachers’conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems. Learning and Instruction.7(4), 339-359.
  • Wyndhamn, J. and Saljö, R. (1997). Word problems and matehamtical reasoning. A study of children’s mastery of reference and meaning in textual realities. Learning and Instruction, 7 (4), 361-382.
  • Yıldırım, A. ve Şimşek H. (2005) .Sosyal bilimlerde nitel araştırma yöntemleri (5. baskı). Ankara: Seçkin Yayıncılık.
  • Yoshida, H., Verschaffel, L.&De Corte, E. (1997). Realistic considerations in solving problematic word problems: Do Japanese and Belgian children have the same difficulties? Learning and Instruction. 7 (4), 329-338.

Pre-Service Elementary Mathematics Teachers’ Solutions and Interpretations About Non-Standard Word Problems

Year 2011, Volume: 12 Issue: 3, 55 - 74, 01.08.2011

Abstract

In this research it was aimed to investigate what kinds of solutions were given and interpretations were made by elementary school mathematics teacher trainees in solving non-standard word problems. Research was conducted with 126 teacher trainees who receive education faculty of Mersin University. Data was obtained from a problem solving test consisting of 12 problems and task-based interviews conducted with 12 preservice teachers. In data analysis the coding developed by Verschaffel and et.al 1994 and Inoue 2005 and descriptive analysis method was used. Results revealed that participants’ solutions were realistic answer, expected non-realistic numerical answer, reflecting an unanticipated realistic understanding of reality, technical error, no answer and other. It was determined that there was a relation between class level of participants and solutions of non-standard word problems

References

  • Cooper, B. and Harries, T. (2003). Children’s use of realistic considerations in problem solving: Some English evidence. Journal of Mathematical Behavior. 22, 451- 465.
  • Gay, L.R., Mills, G.,E. and Airasian, P. (2006).Educational research:Competencies for analysis and applications (8th Edt.). Upper Saddle River, N.J. : Pearson Merrill Prentice Hall.
  • Greer, B. (1993). The modelling perspective on wor(l)d problems. Journal of Mathematical Behavior. 12, 239-250.
  • Greer, B. (1997). Modelling reality in mathematics classrooms: The case of word problems. Learning and Instruction.7 (4), 293-307.
  • Holmes, E. E. (1995). New directions in elementary school mathematics: Interactive teaching and learning. Englewood Cliffs, N.J.: Merrill.
  • Hunting, R., P. (1997). Clinical interview methods in mathematics education research and practice. Journal of Mathemaical Behavior. 16(2), 145-165.
  • Inoue, N. (2005).The realistic reasons behind unrealistic solutions: The role of interpretive activity in word problem solving. Learning and Instruction. 15, 69-83.
  • Olkun, S., Şahin, Ö., Akkurt, Z., Dikkartın, F.T. ve Gülbağcı, H. (2009). Modelleme yoluyla problem çözme ve genelleme: İlköğretim öğrencileriyle bir çalışma. Eğitim ve Bilim, 34(151), 65-73.
  • Öktem, S.,P. (2009). İlköğretim ikinci kademe öğrencilerinin gerçekçi cevap gerektiren matematiksel sözel problemleri çözme becerileri. Yayınlanmamış Yüksek Lisans Tezi.Çukurova Üniversitesi Sosyal Bilimler Enstitüsü.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods. (2nd Edt.). California: Sage Publication.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods. (3rd Edt.). California: Sage Publication.
  • Reusser, K., and Stebler, R. (1997). Every word problem has a solution – The social rationality of mathematical modeling in schools. Learning and Instruction. 7, 309-327.
  • Richey, R.C. and Klein, J.D. (2007). Design and development research: Methods, strategies, and issues. Mahwah, N.J.: L. Erlbaum Associates.
  • Souviney, R. J. (1994). Learning to teach mathematics (2nd Edt). Englewood Cliffs: Macmillan Publishing Company.
  • Umay, A. ve Arıol, Ş. (2009). Matematik problemlerinin seçiminde kullanılabilecek bazı gösterge önerileri. XVIII. Ulusal Eğitim Bilimleri Kurultayı. Ege Üniversitesi Eğitim Fakültesi.
  • Verschaffel, L., De Corte E. and Lasure, S. (1994). Realistic considerations in mathematical modelling of school arithmetic word problems. Learning and Instruction. 4,273-294.
  • Verschaffel, L, De Corte,,E.&Borghart, I. (1997). Pre-service teachers’conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems. Learning and Instruction.7(4), 339-359.
  • Wyndhamn, J. and Saljö, R. (1997). Word problems and matehamtical reasoning. A study of children’s mastery of reference and meaning in textual realities. Learning and Instruction, 7 (4), 361-382.
  • Yıldırım, A. ve Şimşek H. (2005) .Sosyal bilimlerde nitel araştırma yöntemleri (5. baskı). Ankara: Seçkin Yayıncılık.
  • Yoshida, H., Verschaffel, L.&De Corte, E. (1997). Realistic considerations in solving problematic word problems: Do Japanese and Belgian children have the same difficulties? Learning and Instruction. 7 (4), 329-338.
There are 20 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Çiğdem Kılıç This is me

Publication Date August 1, 2011
Published in Issue Year 2011 Volume: 12 Issue: 3

Cite

APA Kılıç, Ç. (2011). İLKÖĞRETİM MATEMATİK ÖĞRETMEN ADAYLARININ STANDART OLMAYAN SÖZEL PROBLEMLERE VERDİKLERİ YANITLAR VE YORUMLAR. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(3), 55-74.

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