Matematik Öğretmeni Adaylarının Tamsayılarda Çıkarma İşlemini Sayı Doğrusu ve Sayma Pulları İle Yapabilme Durumlarının İncelenmesi

Year 2022, Volume: 30 Issue: 1, 205 - 216, 28.02.2022

Ercan Özdemir

https://doi.org/10.24106/kefdergi.833879

Cited By: 2

Abstract

Çalışmanın amacı: Bu çalışmada ortaokul matematik öğretmeni adaylarının tam sayılarda çıkarma işlemini sayma pulları ve sayı doğrusu ile yapabilme durumları araştırılmıştır.

Materyal ve Yöntem: Durum çalışması yöntemi kullanılmıştır. Araştırma Türkiye’nin kuzeyinde yer alan bir devlet üniversitesinin ilköğretim matematik öğretmenliği lisans programında eğitim gören 37 öğretmen adayı ile yürütülmüştür. Veri toplama aracı olarak araştırmacı tarafından geliştirilen ve tam sayılarda çıkarma işlemine yönelik 4 soru kullanılmıştır. Çalışmanın verileri iki aşamada analiz edilmiştir. Birinci aşamada öğretmen adaylarının doğru veya yanlış cevaplara ulaşma durumları belirlenmiş, ikinci aşamada ise yanlış cevaplara sebep olan hatalar tespit edilmiştir.

Bulgular: Çalışmada öğretmen adayları tam sayılarda çıkarma işlemlerini her iki modelleme türünde de oldukça başarılı olmuşlardır. Öğretmen adayları sayma pulları ile modellemede en yüksek başarıyı yaklaşık %97’lik oranla pozitif bir tam sayıdan negatif bir tam sayının çıkarılması ((+3)-(-5)), en düşük başarıyı ise yaklaşık %89’luk oranla negatif bir tam sayıdan negatif bir tam sayının çıkarılması ((-4)-(-7)) işleminde göstermişlerdir. Sayı doğrusu ile modellemede en yüksek başarıyı yaklaşık %91’lik oranla pozitif bir tam sayıdan pozitif bir tam sayının çıkarılması ((+2)-(+5)), en düşük başarıyı ise yaklaşık %86’lık oranla negatif bir tam sayıdan negatif bir tam sayının çıkarılması ((-4)-(-7)) işleminde göstermişlerdir.

Önemli Vurgular: Araştırma sonuçlarına göre, öğretmen adayları tam sayılarda çıkarma işlemini sayma pulları ve sayı doğrusu ile modellemede oldukça başarılı olmuşlardır.

Keywords

Tamsayılar, sayı doğrusu,, matematik öğretmeni adayları, sayma pulu

An Investigation of Prospective Mathematics Teachers’ Ability to Subtract Integers with a Number Line and Counters

Abstract

Purpose: In the present study, the ability of middle school prospective mathematics teachers to subtract integers with counters and a number line was investigated.

Design/Methodology/Approach: A case study method was used for the investigation. The research was conducted with 37 prospective teachers who were training in a state university’s undergraduate program on primary mathematics in northern Turkey. Four questions developed by the researcher for subtraction in integers were used as a data collection tool. The data of the study were analyzed in two stages. In the first stage, the answers of the prospective teachers were determined as right or wrong; subsequently, in the second stage, the mistakes that led to the wrong answers were determined.

Findings: The prospective teachers were relatively successful with respect to both modeling types. The prospective teachers had the highest rates of success in modeling with counters, with a rate of approximately 97% in subtracting a negative integer from a positive integer ((+3) − (−5)), and the lowest rates of success in subtracting a negative integer from a negative integer, with a rate of around 89% for the operation ((−4) − (−7)). In modeling with the number line, the highest success rate was approximately 91% for subtracting a positive integer ((+2) − (+5)) from another positive integer, whereas the lowest success rate was around 86% for subtracting a negative integer from a negative integer in the operation of ((−4) − (−7))

Highlights: According to the results of the research, the prospective teachers were relatively successful in modeling the subtraction of integers using counters and a number line.

Keywords

Integers, Number line, Counters, Prospective mathematics teachers

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