Matematik Öğretmeni Adaylarının Oluşturduğu GeoGebra Etkinliklerinin Matematiksel Derinlik Seviyeleri ve Teknolojik Eylemler Bakımından İncelenmesi

Year 2024, Volume: 53 Issue: 243, 1329 - 1356, 01.08.2024

İsmail Batuhan Turuş , Fadime Ulusoy

https://doi.org/10.37669/milliegitim.1250883

Abstract

Bu çalışma, ilköğretim matematik öğretmeni adaylarının açılar ile ilgili geliştirdikleri GeoGebra etkinliklerinin matematiksel ve teknolojik özelliklerini ve bu özellikleri arasındaki ilişkileri incelemeyi amaçlamıştır. Karma desene sahip olan bu çalışmaya 50 ilköğretim matematik öğretmeni adayı katılmıştır. Çalışmada öğretmen adaylarının ürettikleri GeoGebra etkinlikleri Trocki ve Hollebrands’ın (2018) dinamik geometri etkinliklerinin kalitesini belirlemek üzere geliştirdikleri teorik çerçeveye göre matematiksel derinlik seviyeleri ve teknolojik eylemler bakımından incelenmiştir. Verilerin analizinde hem tanılayıcı hem de çıkarımsal istatistiki yöntemler kullanılmıştır. Elde edilen sonuçlar, öğretmen adaylarının açılar konusuyla ilgili toplam 85 GeoGebra içerikli etkinlik hazırladığını göstermiştir. Bu etkinliklerin çok büyük bir kısmı içeriğindeki yönergelerin öğrencilerden düşük bilişsel çaba sergilemeyi talep etmesi nedeniyle matematiksel derinlik olarak düşük seviyelerde bulunmuştur. Ayrıca öğretmen adaylarının etkinliklerindeki teknolojik eylemler incelendiğinde, sıklıkla yazılımın sürükleme, ölçme ve çizim eylemlerine yer verdikleri görülmüştür. Geliştirilen etkinliklerinin matematiksel derinlik ve teknolojik eylem türleri arasındaki ilişkiler ile ilgili çıkarımsal istatistiki sonuçlar, yüksek matematiksel derinlik seviyesindeki etkinliklerindeki teknolojik eylem sayısının düşük matematiksel derinlik seviyesindeki etkinliklerindeki teknolojik eylem sayısından fazla olduğunu ortaya çıkarmıştır. Tanısal istatistik sonuçları ise matematiksel derinlik seviyesi yüksek olan etkinliklerde teknolojik eylem sayısının fazla olmasının sık bir durum olduğunu fakat bir gereklilik arz etmediğini gösteren kanıtlar sunmuştur.

Keywords

GeoGebra, dinamik geometri yazılımı, matematiksel derinlik, teknolojik eylem, matematik öğretmen adayı

Investigation of Prospective Mathematics Teachers' GeoGebra Tasks in terms of Mathematical Depth Levels and Technological Actions

Abstract

This study aimed to investigate prospective mathematics teachers’ GeoGebra tasks about angles according to mathematical and technological characteristics and the relationship between these characteristics. Fifty prospective middle school mathematics teachers participated in this mixed design study. In the study, the quality of prospective mathematics teachers’ GeoGebra tasks were examined in terms of mathematical depth levels and technological actions according to the theoretical framework developed by Trocki and Hollebrands (2018). Both diagnostic and inferential statistical methods were used in the analysis of the data. The results showed that prospective teachers prepared a total of 85 GeoGebra-related tasks about the concept of angles. The majority of these tasks were found at lower mathematical depth levels because the prompts in these tasks demanded low cognitive effort from the students. In addition, the tasks often included the technological actions of dragging, measuring, and drawing. Inferential statistical results regarding the relationships between mathematical depth and the technological actions of the tasks revealed that the number of technological actions in the tasks at the higher mathematical depth levels was higher than the number of technological actions in the tasks at the lower mathematical depth levels. On the other hand, the results of the diagnostic statistics presented evidence that it is a frequent situation, but it is not necessary to have a high number of technological actions in tasks with a higher level of mathematical depth, or vice versa.

Keywords

GeoGebra, dynamic geometry software, mathematical depth, technological action, prospective mathematics teachers

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