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

Year 2023, , 220 - 241, 31.05.2023
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.

References

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

Year 2023, , 220 - 241, 31.05.2023
https://doi.org/10.33400/kuje.1241523

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

References

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  • Altıntaş, E., & İlgün, Ş. (2021). The change of visual mathematics literacy perception levels of pre-service elementary school teachers of mathematics by gender and grade level. Ekev Akademi Dergisi, (88), 137-158. Retrieved from https://dergipark.org.tr/en/pub/sosekev/issue/71386/1147802
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  • Angra, A., & Gardner, S. M. (2017). Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology. CBE - Life Sciences Education, 16(3), 1-15. https://doi.org/10.1187/cbe.16-08-0245
  • Angra, A., & Gardner, S. M. (2018). The Graph Rubric: Development of a Teaching, Learning, and Research Tool. CBE - Life Sciences Education, 17(4), 1-18. https://doi.org/10.1187/cbe.18-01-0007
  • Aoyama, K. (2007). Investigating a hierarchy of students’ interpretations of graphs. International Electronic Journal of Mathematics Education, 2(3). Online: www.iejme.com/
  • Arteaga, P. (2011). Evaluación de conocimientos sobre gráficos estadísticos y conocimientos didácticos de futuros profesores [Doutoral Thesis, University of Granada]. https://www.ugr.es/~batanero/pages/ARTICULOS/arteaga.pdf
  • Arteaga, P., & Batanero, C. (2010). Evaluación de errores de futuros profesores en la construcción de gráficos estadísticos (Assessing preservice teachers errors in building statistical graphs). In M. Moreno, A. Estrada, J. Carrillo y T. Sierra (Eds.). XII Simposio de las Sociedad Española de Investigación en Educación Matemática (p. 211-221). Lleida: SEIEM.
  • Arteaga, P., Batanero, C., Contreras, J. M., & Cañadas, G. R. (2012). Understanding statistical graphs: a research survey. Boletín de Estadística e Investigación Operativa, 28(3), 261-277.
  • Arteaga, P., Batanero, C., Contreras, J. M., & Cañadas, G. R. (2015). Statistical graphs complexity and reading levels: a study with prospective teachers. Statistique et Enseignement, 6(1), 3-23. http://statistique-et-enseignement.fr/article/view/430/407
  • Aydın, A., & Tarakçı, F. (2018). Fen bilimleri öğretmen adaylarının grafik okuma, yorumlama ve çizme becerilerinin incelenmesi. İlköğretim Online, 17(1), 469-488. https://doi.org/10.17051/ilkonline.2018.413806
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  • Aygüner, E. (2016). A comparison of eight grade students’ self-efficacy perception of visual mathematics literacy and their actual performance. Unpublished master’s thesis, Eskişehir Osmangazi University Institute of Educational Sciences, Eskişehir.
  • Batanero, C., Arteaga, P., & Ruiz, B. (2010). Statistical graphs produced by prospective teachers in comparing two distributions. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. Lyon: ERME. Online: www.inrp.fr/editions/editions-electroniques/cerme6/
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  • Bekdemir, M., & Duran, M. (2012). İlköğretim öğrencileri için görsel matematik okuryazarlığı öz yeterlik algı ölçeği (GMOYÖYAÖ)'nin geliştirilmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 31(1), 89-115.
  • Boote, S. K. (2014). Assessing and understanding line graph interpretations using a scoring rubric of organized cited factors. Journal of Science Teacher Education, 25(3), 333–354. https://doi.org/10.1007/s10972-012-9318-8
  • Bruno, A., & Espinel, M. C. (2009). Construction and evaluation of histograms in teacher training. International Journal of Mathematical Education in Science and Technology, 40(4), 473–493. https://doi.org/10.1080/00207390902759584
  • Burgess, T. (2002). Investigating the “data sense” of preservice teachers. In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics. Cape Town, South Africa: International Statistical Institute and International Association for Statistics Education. Online: www.stat.auckland.ac.nz/~iase/publications
  • Bursal, M., & Yetiş, S. (2020). Middle school students’ graph skills and affective states about graphs. International Journal of Research in Education and Science (IJRES), 6(4), 692-704.
  • Capraro, M. M., Kulm, G., & Capraro, R. M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics, 105(4), 165–174.
  • Carrión, J. C., & Espinel, M. C. (2005). Aptitudes and difficulties of 10 to 12 years old students when translating information between different types of statistical representations. Proceedings of the 55th Session of the International Statistical Institute. Sydney. Australia. Online: www.stat.auckland.ac.nz/~iase/publications.
  • Carrión, J. C., & Espinel, M. C. (2006). An investigation about translation and interpretation of statistical graphs and tables by students of primary education. In A. Rossman & B. Chance (Eds.), Proceedings of the Seventh International Conference on Teaching Statistics. Salvador, Bahia, Brazil: International Statistical Institute and International Association for Statistical Education. Online: www.stat.auckland.ac.nz/~iase/publications
  • Cazorla, I. (2002). A relação entre a habilidade viso-pictórica e o domínio de conceitos estatísticos na leitura de gráficos [Doctoral thesis, Universidade Estadual de Campinas]. Repositório Unicamp. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250925
  • Cleveland, W. S. (1987). Research in statistical graphics. Journal of the American Statistical Association, 82 (398), 419-423.
  • Cleveland, W. S. & McGill, R. (1984). Graphical perception: theory, experimentation and application to the development of graphical methods. Journal of the American Statistical Association, 79(387), 531-554.
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There are 68 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Sedef Çelik Demirci 0000-0002-9242-8009

Tuğba Baran Kaya 0000-0001-9924-4352

Publication Date May 31, 2023
Submission Date January 24, 2023
Published in Issue Year 2023

Cite

APA Çelik Demirci, S., & Baran Kaya, T. (2023). Ortaokul matematik öğretmeni adaylarının görsel matematik okuryazarlık algı düzeyleri ile grafik becerileri arasındaki ilişki. Kocaeli Üniversitesi Eğitim Dergisi, 6(1), 220-241. https://doi.org/10.33400/kuje.1241523



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