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NOTE FOR EDITOR: The Role of the Geometric Models in the Explanation Of Determinant and the Properties of a Determinant

Year 2007, Volume: 8 Issue: 1, 12 - 22, 01.03.2007

Abstract

Every branch of science has its own special methods teaching within the perspective of its purposes. A teaching method which is appropriate for the structure of mathematics should be according with these stated purposes below (Van de Wella, 1989 ); The students; Ø Conceptual knowledge of mathematics Ø Procedural knowledge of mathematics Ø Connections between conceptual and procedural knowledge These three purposes are called as connectional knowledge. Conceptual knowledge can be defined as knowledge of mathematical structures (concepts and its elements) and giving them with symbols; and benefiting from its utilities; the knowledge of procedural techniques of mathematics and giving them with symbols; formatting the connections and relations among methods, symbols and concepts.

References

  • Baki, A. (1997). Educating mathematics teachers, Medical Journal of Islamic Academy of Sciences, 10(3).
  • Baki, A. (1998). Matematik öğretiminde işlemsel ve kavramsal bilginin dengelenmesi, [The Conceptual And Operational Knowledge Are Balanced In Mathematics Education], Atatürk universitesi 40. Kuruluş Yildönümü Matematik Sempozyumu, [Mathematics Symposium of Anniversary of Atatürk University 40th Establishment], Erzurum.
  • Baki, A. (2002). Bilgisayar destekli matematik, [Computer Supported Mathematics] Ceren Yayın Dağıtım, İstanbul.
  • Banchoff, T. and Wermer, J. (1991). Linear Algebra Through Geometry, Second Edition, p. cm. Undergraduate Texts in Mathematics. 1-180.
  • Chiappini, G. and Bottino, R. M. (2001). Visualization in teaching-learning mathematics: the role of the computer, Edited Version Appears in: Nature, 4(11), 521, Number: 6837. Doğruoz, P. (1998). Effect of Science Process Skill Oriented Lesson on Understanding of Fluid Force Concepts, Master Thesis, METU, Ankara.
  • Duatepe, A. and Cilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi, [Developing Mathematics Attitude Test], Journal of Hacettepe University Education 16-17, 45-52.
  • Ersoy, Y. (1997). Bilgisayarın matematik eğitiminde kullanılması, [Using Computers in Mathematics Education], Ortaöğretim Matematik Öğretimi, [Secondary Education Mathematics Teaching], Cilt.2, YOK -Dünya Bankası MEGP, Ankara.
  • Gueudet-Chartier, G. (2003a). Should we teaching linear algebra through geometry?, Linear Algebra and Its Applications, Elsevier, (In Press).
  • Gueudet-Chartier,.G. (2003b). Geometric thinking in a n-space, European Research in Mathematics Education III., Processing of The Third Conference of the European Society for Research in Mathematics Education, 28-February-3-March 2003, Belleria, Italia.
  • Hacısalihoğlu, H. H. (1998). Açılış Konuşması, Atatürk Universitesi 40. Kuruluş Yildönümü Matematik Sempozyumu, [Opening Speech, Mathematics Symposium of Anniversary of Atatürk University 40th Establihment], 20-22 Mayıs, Erzurum.
  • Harel, G. (1999). Students' Understanding of Proofs: A Historical Analysis and Implications for the Teaching of Geometry and Linear Algebra. Linear Algebra and Its Applications, 302-303, 601-613.
  • Hiebert, J. & Carpenter, T. (1992). Learning and teaching with understanding, Grouws(Ed), Handbook of Research on Mathematics Teaching and Learning, Macmillan Publishment. Comp., 66-94, New Yorks
  • Hitt, F. (2001). Working group on representations and mathematics visualization, Representation and Mathematics Visualization (1998-2001), Panelists: Kaput, J., Radford, L., Presmeg, N. and Santos, M
  • Isleyen, T. and Isik, A. (2003). Conceptual and procedural learning in mathematics, Journal of The Korea Society of Mathematical Education Series D: Research in Mathematical Education, 7(2), 91-99.
  • Oaks, A. B. (1990). Writing to learn mathematics: Why do we need it and how can it help us?, Associations of Mathematics Teachers of New York States Conference, Ellenvile.
  • Soylu, Y. (2001). “Matematik Derslerinin Öğretiminde(I.devre I. ,2. ,3. ,4. ,5.sınıf) Başvurulabilecek Eğitici-Öğretici Oyunlar, [Teaching Mathematics Through Games at the First Stage of Elementary Education], Master Thesis, Atatürk University, Erzurum, s.5-6(Unpublished).
  • Soylu, Y. (2005). Lineer Dönüşümler Ve Lineer Dönüşümlerle İlgili Kavramların Öğretilmesinde Geometri İle Somutlaştırma Yönteminin Etkinliği, Doktora Tezi, [Effectiveness of concretization method through geometry on teaching of linear transformations and linear transformation concepts PhDl thesis] Atatürk University, Erzurum, s.100-114 (Unpublished).
  • Touger, H. (1986). Models: Helpor hindranca, Aritmatic Teacher, 33, 36-37.
  • Van de Wella, J. E. (1989). Elementary School Mathematics, Virjinia Commonwealth Universty. 6.
Year 2007, Volume: 8 Issue: 1, 12 - 22, 01.03.2007

Abstract

References

  • Baki, A. (1997). Educating mathematics teachers, Medical Journal of Islamic Academy of Sciences, 10(3).
  • Baki, A. (1998). Matematik öğretiminde işlemsel ve kavramsal bilginin dengelenmesi, [The Conceptual And Operational Knowledge Are Balanced In Mathematics Education], Atatürk universitesi 40. Kuruluş Yildönümü Matematik Sempozyumu, [Mathematics Symposium of Anniversary of Atatürk University 40th Establishment], Erzurum.
  • Baki, A. (2002). Bilgisayar destekli matematik, [Computer Supported Mathematics] Ceren Yayın Dağıtım, İstanbul.
  • Banchoff, T. and Wermer, J. (1991). Linear Algebra Through Geometry, Second Edition, p. cm. Undergraduate Texts in Mathematics. 1-180.
  • Chiappini, G. and Bottino, R. M. (2001). Visualization in teaching-learning mathematics: the role of the computer, Edited Version Appears in: Nature, 4(11), 521, Number: 6837. Doğruoz, P. (1998). Effect of Science Process Skill Oriented Lesson on Understanding of Fluid Force Concepts, Master Thesis, METU, Ankara.
  • Duatepe, A. and Cilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi, [Developing Mathematics Attitude Test], Journal of Hacettepe University Education 16-17, 45-52.
  • Ersoy, Y. (1997). Bilgisayarın matematik eğitiminde kullanılması, [Using Computers in Mathematics Education], Ortaöğretim Matematik Öğretimi, [Secondary Education Mathematics Teaching], Cilt.2, YOK -Dünya Bankası MEGP, Ankara.
  • Gueudet-Chartier, G. (2003a). Should we teaching linear algebra through geometry?, Linear Algebra and Its Applications, Elsevier, (In Press).
  • Gueudet-Chartier,.G. (2003b). Geometric thinking in a n-space, European Research in Mathematics Education III., Processing of The Third Conference of the European Society for Research in Mathematics Education, 28-February-3-March 2003, Belleria, Italia.
  • Hacısalihoğlu, H. H. (1998). Açılış Konuşması, Atatürk Universitesi 40. Kuruluş Yildönümü Matematik Sempozyumu, [Opening Speech, Mathematics Symposium of Anniversary of Atatürk University 40th Establihment], 20-22 Mayıs, Erzurum.
  • Harel, G. (1999). Students' Understanding of Proofs: A Historical Analysis and Implications for the Teaching of Geometry and Linear Algebra. Linear Algebra and Its Applications, 302-303, 601-613.
  • Hiebert, J. & Carpenter, T. (1992). Learning and teaching with understanding, Grouws(Ed), Handbook of Research on Mathematics Teaching and Learning, Macmillan Publishment. Comp., 66-94, New Yorks
  • Hitt, F. (2001). Working group on representations and mathematics visualization, Representation and Mathematics Visualization (1998-2001), Panelists: Kaput, J., Radford, L., Presmeg, N. and Santos, M
  • Isleyen, T. and Isik, A. (2003). Conceptual and procedural learning in mathematics, Journal of The Korea Society of Mathematical Education Series D: Research in Mathematical Education, 7(2), 91-99.
  • Oaks, A. B. (1990). Writing to learn mathematics: Why do we need it and how can it help us?, Associations of Mathematics Teachers of New York States Conference, Ellenvile.
  • Soylu, Y. (2001). “Matematik Derslerinin Öğretiminde(I.devre I. ,2. ,3. ,4. ,5.sınıf) Başvurulabilecek Eğitici-Öğretici Oyunlar, [Teaching Mathematics Through Games at the First Stage of Elementary Education], Master Thesis, Atatürk University, Erzurum, s.5-6(Unpublished).
  • Soylu, Y. (2005). Lineer Dönüşümler Ve Lineer Dönüşümlerle İlgili Kavramların Öğretilmesinde Geometri İle Somutlaştırma Yönteminin Etkinliği, Doktora Tezi, [Effectiveness of concretization method through geometry on teaching of linear transformations and linear transformation concepts PhDl thesis] Atatürk University, Erzurum, s.100-114 (Unpublished).
  • Touger, H. (1986). Models: Helpor hindranca, Aritmatic Teacher, 33, 36-37.
  • Van de Wella, J. E. (1989). Elementary School Mathematics, Virjinia Commonwealth Universty. 6.
There are 19 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Yasin Soylu This is me

Publication Date March 1, 2007
Submission Date February 27, 2015
Published in Issue Year 2007 Volume: 8 Issue: 1

Cite

APA Soylu, Y. (2007). NOTE FOR EDITOR: The Role of the Geometric Models in the Explanation Of Determinant and the Properties of a Determinant. Turkish Online Journal of Distance Education, 8(1), 12-22.