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İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları

Year 2012, Volume: 1 Issue: 1, 21 - 30, 01.06.2014

Abstract

Bu çal mada ö retmen adaylarNitel yöntemlerin kullan ldadaylarbelirlenerek betimlenmeye çalölçme birimi ile ölçülmesi s ras nda bir ö rencinin geli tirebilece i çözümlerden birisi ö retmen adaylar na verilmi tir. 24 ö retmen aday ndan senaryoda verilen çözümü incelemeleri, ö rencinin geli tirdi i yaklado rulu unu de erlendirmeleri istenmi tir. Bu esnada hacim ölçmeyle ilgili dü ünceleri ile standart olmayan birimlerle hacim ölçmeye yönelik yakla mlar sorgulanm

References

  • Adler, J., Ball, D., Krainer, K., Lin, F., & Novotna, J. (2005). Reflections on an emerging field: Researching mathematics teacher education. Educational Studies in Mathematics, 60, 359-381.
  • Ball, D. L. (1988). Knowledge and Reasoning in Mathematical Pedagogy: Examining What Prospective Teachers Bring to Teacher Education. YayÕnlanmamÕú doktora tezi. Michigan State University, East Lansing.
  • Ball, D. L., & Bass, H. (2003). Making mathematics reasonable in school. J. Kilpatrick, W. G. Martin, &
  • D. Schifter (Ed.), A Research Companion to Principles and Standards for School Mathematics içinde (s. 27-44). Reston, VA: National Council of Teachers of Mathematics.
  • Ball, D.L., Hill, H.H., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29, 14-46.
  • Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. V. Richardson (Ed.), Handbook of research on teaching (4th ed.) içinde (s. 433-456) New York: Macmillan.
  • Battista, M. T., & Clements, D. H. (1996). Students’ understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3), 258-292.
  • Battista, M. T. (2003). Understanding students’ thinking about area and volume measurement. D. H. Clements & G. Bright (Ed.), Learning and teaching measurement içinde (s. 122-142). Reston, VA: National Council of Teachers of Mathematics.
  • Battista, M. T. (2007). The development of geometric and spatial thinking. F. K. Lester, Jr. (Ed.) Second Handbook of Research on Mathematics Teaching and Learning içinde (s. 843-908), Charlotte, NC: Information Age Publishing.
  • Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24(2), 94-116.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
  • Kaput, J. J. (1987). Representation systems and mathematics. C. Janvier (ed.), Problems of representation in the teaching and learning of mathematics içinde (s. 19-26), Hillsdale, NJ: Lawrence Erlbaum.
  • Leinhardt, G. (1988). Getting to know: Tracing students' mathematical knowledge from intuition to competence, Educational Psychologist, 23(2), 119-144. Leinhardt, G. (1990). Capturing craft knowledge in teaching. Educational Researcher, 19(2), 18-25.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harward Educational Review, 57(1), 1-22.
  • Ponte, J. P., & Chapman, O. (2008). Preservice mathematics teachers' knowledge and development. L. English (Ed.), Handbook of international research in mathematics education (2nd ed) içinde (s. 225- 263). New York, NY: Routledge.
  • Wilson, P. S., & Rowland, R. (1993) Teaching measurement. R. Jensen (Ed ), Research ideas for the classroom: Early childhood mathematics (NCTM Research Innovation Project) içinde (s. 171-194). New York: Macmillan.
  • Zembat, ø. Ö. (2010) Ölçme Temel Bileúenleri ve SÕk KarúÕlaúÕlan Kavram YanÕlgÕlarÕ. Bingölbali, E., & Özmantar, M.,F.(Ed.)ølkö÷retimde KarúÕlaúÕlan Matematiksel Zorluklar ve Çözüm Önerileri içinde (s.127-154). Ankara: Pegem Akademi YayÕncÕOÕk.
Year 2012, Volume: 1 Issue: 1, 21 - 30, 01.06.2014

Abstract

References

  • Adler, J., Ball, D., Krainer, K., Lin, F., & Novotna, J. (2005). Reflections on an emerging field: Researching mathematics teacher education. Educational Studies in Mathematics, 60, 359-381.
  • Ball, D. L. (1988). Knowledge and Reasoning in Mathematical Pedagogy: Examining What Prospective Teachers Bring to Teacher Education. YayÕnlanmamÕú doktora tezi. Michigan State University, East Lansing.
  • Ball, D. L., & Bass, H. (2003). Making mathematics reasonable in school. J. Kilpatrick, W. G. Martin, &
  • D. Schifter (Ed.), A Research Companion to Principles and Standards for School Mathematics içinde (s. 27-44). Reston, VA: National Council of Teachers of Mathematics.
  • Ball, D.L., Hill, H.H., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29, 14-46.
  • Ball, D. L., Lubienski, S., & Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers' mathematical knowledge. V. Richardson (Ed.), Handbook of research on teaching (4th ed.) içinde (s. 433-456) New York: Macmillan.
  • Battista, M. T., & Clements, D. H. (1996). Students’ understanding of three-dimensional rectangular arrays of cubes. Journal for Research in Mathematics Education, 27(3), 258-292.
  • Battista, M. T. (2003). Understanding students’ thinking about area and volume measurement. D. H. Clements & G. Bright (Ed.), Learning and teaching measurement içinde (s. 122-142). Reston, VA: National Council of Teachers of Mathematics.
  • Battista, M. T. (2007). The development of geometric and spatial thinking. F. K. Lester, Jr. (Ed.) Second Handbook of Research on Mathematics Teaching and Learning içinde (s. 843-908), Charlotte, NC: Information Age Publishing.
  • Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24(2), 94-116.
  • Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371-406.
  • Kaput, J. J. (1987). Representation systems and mathematics. C. Janvier (ed.), Problems of representation in the teaching and learning of mathematics içinde (s. 19-26), Hillsdale, NJ: Lawrence Erlbaum.
  • Leinhardt, G. (1988). Getting to know: Tracing students' mathematical knowledge from intuition to competence, Educational Psychologist, 23(2), 119-144. Leinhardt, G. (1990). Capturing craft knowledge in teaching. Educational Researcher, 19(2), 18-25.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harward Educational Review, 57(1), 1-22.
  • Ponte, J. P., & Chapman, O. (2008). Preservice mathematics teachers' knowledge and development. L. English (Ed.), Handbook of international research in mathematics education (2nd ed) içinde (s. 225- 263). New York, NY: Routledge.
  • Wilson, P. S., & Rowland, R. (1993) Teaching measurement. R. Jensen (Ed ), Research ideas for the classroom: Early childhood mathematics (NCTM Research Innovation Project) içinde (s. 171-194). New York: Macmillan.
  • Zembat, ø. Ö. (2010) Ölçme Temel Bileúenleri ve SÕk KarúÕlaúÕlan Kavram YanÕlgÕlarÕ. Bingölbali, E., & Özmantar, M.,F.(Ed.)ølkö÷retimde KarúÕlaúÕlan Matematiksel Zorluklar ve Çözüm Önerileri içinde (s.127-154). Ankara: Pegem Akademi YayÕncÕOÕk.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Yasemin ESEN This is me

Erdinç ÇAKIROĞLU This is me

Publication Date June 1, 2014
Published in Issue Year 2012 Volume: 1 Issue: 1

Cite

APA ESEN, Y., & ÇAKIROĞLU, E. (2014). İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları. MATDER Matematik Eğitimi Dergisi, 1(1), 21-30.
AMA ESEN Y, ÇAKIROĞLU E. İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları. MATDER Matematik Eğitimi Dergisi. June 2014;1(1):21-30.
Chicago ESEN, Yasemin, and Erdinç ÇAKIROĞLU. “İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları”. MATDER Matematik Eğitimi Dergisi 1, no. 1 (June 2014): 21-30.
EndNote ESEN Y, ÇAKIROĞLU E (June 1, 2014) İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları. MATDER Matematik Eğitimi Dergisi 1 1 21–30.
IEEE Y. ESEN and E. ÇAKIROĞLU, “İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları”, MATDER Matematik Eğitimi Dergisi, vol. 1, no. 1, pp. 21–30, 2014.
ISNAD ESEN, Yasemin - ÇAKIROĞLU, Erdinç. “İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları”. MATDER Matematik Eğitimi Dergisi 1/1 (June 2014), 21-30.
JAMA ESEN Y, ÇAKIROĞLU E. İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları. MATDER Matematik Eğitimi Dergisi. 2014;1:21–30.
MLA ESEN, Yasemin and Erdinç ÇAKIROĞLU. “İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları”. MATDER Matematik Eğitimi Dergisi, vol. 1, no. 1, 2014, pp. 21-30.
Vancouver ESEN Y, ÇAKIROĞLU E. İlköğretim Matematik Öğretmen Adaylarının Hacim Ölçmede Birim Kullanmaya Yönelik Kavrayışları. MATDER Matematik Eğitimi Dergisi. 2014;1(1):21-30.