Ortaokul matematik öğretmeni adaylarının görsel matematik okuryazarlık algı düzeyleri ile grafik becerileri arasındaki ilişki

Year 2023, , 220 - 241, 31.05.2023

Sedef Çelik Demirci , Tuğba Baran Kaya

https://doi.org/10.33400/kuje.1241523

Abstract

Bu çalışmada ortaokul matematik öğretmen adaylarının grafiklere dair becerileri ve bu beceriler ile görsel matematik okuryazarlığı algıları arasında anlamlı bir ilişki olup olmadığı araştırılmıştır. Çalışmada ilişkisel tarama yöntemi benimsenmiş olup, öğretmen adaylarının grafik becerilerini ve görsel matematik okuryazarlığı GMO algılarını ortaya koymak amacıyla basit betimsel yöntem, grafik becerilerinin GMO algısı ile ilişkisini ortaya koymak amacıyla ise ilişkisel tarama yöntemi kullanılmıştır. Araştırmanın katılımcılarını Türkiye’deki üç farklı üniversitede İlköğretim Matematik Öğretmenliği Anabilim Dalı’nın dördüncü sınıfına devam eden 108 gönüllü öğretmen adayı oluşturmaktadır. Öğretmen adaylarının seçiminde “Olasılık ve İstatistik Öğretimi” dersini almış olmalarına dikkat edilmiştir. Veriler İlhan (2015) tarafından geliştirilen “Görsel Matematik Okuryazarlığı Ölçeği” ve araştırmacılar tarafından geliştirilen “Grafik Becerileri Testi” aracılığı ile toplanmıştır. Grafik Becerileri grafik okuma, yorumlama, oluşturma ve değerlendirme olmak üzere dört kategoride değerlendirilmiştir. Bulgular betimsel ve ilişkisel olarak sunulmuş ve katılımcı cevaplarından alıntılara yer verilmiştir. Araştırmanın sonuçlarına göre öğretmen adaylarının en başarılı oldukları grafik becerisi grafik okuma iken, grafik oluşturma ve değerlendirme konusunda aynı başarıyı gösteremedikleri ortaya çıkmıştır. Grafik oluşturma konusundaki eksiklikler grafiğin yapısal bileşenleri (grafik veya eksen isimlendirilmesi vs.) ve yanlış grafik seçimi gibi durumlardan kaynaklanmıştır. Katılımcıların görsel matematik okuryazarlığı algılarının yüksek olduğu bulunmuştur. . Ayrıca matematik öğretmeni adaylarının grafik becerileri ile görsel matematik okuryazarlık algıları arasında anlamlı bir ilişkinin bulunmadığı da araştırmanın sonuçları arasındadır.

Keywords

görsel matematik okuryazarlığı algısı, grafik becerileri, matematik öğretmen adayı, visual mathematic literacy perception, graphic skills, prospective mathematics teachers

The relationship between visual mathematic literacy perception levels and graphic skills of prospective middle mathematics teachers

Abstract

This study, it was investigated prospective middle school mathematics teachers’ s' graphic skills and whether there is a significant relationship between these skills and their visual mathematical literacy perceptions. In the study, the relational scanning method was used, and the simple descriptive method was used to reveal the graphic skills and visual mathematics literacy perceptions of the pre-service teachers, and the correlational survey model was used to reveal the relationship between graphic skills and visual mathematics literacy perception. The participants of the study consist of 108 fourth grade volunteer middle school prospective teachers at three different universities in Turkey. In the selection of prospective teachers, attention was paid to the fact that they had taken the "Probability and Statistics Teaching" course. "Visual Mathematics Literacy Scale" developed by İlhan (2015) and "Graphic Skills Test" developed by researchers were used to collect data. Graphic skills were evaluated in four categories as reading, interpreting, creating and evaluating graphics. Findings were presented descriptively and relationally, and quotations from prospective teachers’ responses were also included. According to the results of the research, it was revealed that the most successful graphic skill of the prospective teachers was reading graphics, while the participants could not show the same success in creating and evaluating graphics. The deficiencies in creating graph were caused by structural components (graph naming or axis naming etc.) and procedural issues such as incorrect graphic selection. It was revealed that the visual mathematical literacy perceptions of the participants were at high. In addition, it was found that there is no significant relationship between the prospective mathematics teachers' graphic skills and their visual mathematical literacy perceptions

Keywords

visual mathematic literacy perception, graphic skills, prospective mathematics teachers

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