Mathematics Student Teachers’ Views about Misconceptions on Fractions

Year 2016, Volume: 4 Issue: 2, 1 - 15, 05.06.2016

Semiha Kula Ünver

Abstract

The purpose of this study is to determine the views of primary school mathematics student teachers regarding possible misconceptions about fractions. Qualitative research method was used for this purpose and the study was conducted with 40 primary school mathematics student teachers. The data was collected from written response papers in which student teachers wrote about the possible misconceptions on fractions and their examples. Misconceptions derived from content analysis were grouped under 12 headings. While most of the student teachers expressed two types of misconceptions, the other types of misconceptions were less expressed. There are also other misconceptions in the literature that are not indicated by teacher candidates. For this reason, it is thought that it is necessary for the student teachers to learn about different kinds of misconceptions and to learn the ways of preventing the formation of the misconceptions and also the educational ways of what they should do when they meet them.

Keywords

Mathematics student teacher, fractions, misconception, pedagogical content knowledge, subject matter knowledge

Matematik Öğretmeni Adaylarının Kesirler Konusundaki Olası Kavram Yanılgılarına İlişkin Görüşleri

Abstract

Bu çalışmanın amacı ilköğretim matematik öğretmeni adaylarının kesirler konusundaki olası kavram yanılgılarına ilişkin görüşlerini belirlemektir. Amaç doğrultusunda nitel araştırma yönteminden yararlanılmış ve çalışma 40 ilköğretim matematik öğretmeni adayı ile gerçekleştirilmiştir. Veriler öğretmen adaylarının kesirler konusunda sahip olunabilecek kavram yanılgılarını ve örneklerini yazdıkları cevap kağıtlarından derlenmiştir. İçerik analizinden yararlanılarak elde edilen yanılgılar 12 başlık altında toplanmıştır. Öğretmen adaylarının büyük kısmı iki yanılgı türünü ifade ederken, geri kalan yanılgı türleri daha az ifade edilmiştir. Alanyazında yer alan ancak öğretmen adaylarınca belirtilmeyen kavram yanılgısı türleri bulunmaktadır. Bu nedenle öğretmen adaylarının farklı yanılgı türlerine ilişkin bilgi edinmelerinin ve söz konusu yanılgıların oluşumunu engelleme yolları ile bu yanılgılarla karşılaştıklarında nasıl bir yol izlemeleri gerektiğini öğrenmelerinin gerekli olduğu düşünülmektedir.

Keywords

Matematik öğretmeni adayı, kesirler, kavram yanılgısı, alan bilgisi

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