Teknoloji Destekli Ortamda Matematiksel Modellemede Ortaya Çıkan Üst Bilişsel Yapılar

Year 2015, , 179 - 208, 08.09.2015

Çağlar Hıdıroğlu , Esra Bukova Güzel

https://doi.org/10.16949/turcomat.00708

Cited By: 2

Abstract

Çalışmanın amacı, teknoloji destekli matematiksel modelleme sürecinde ortaya çıkan üst bilişsel yapıları açıklamaktır. Üst bilişsel yapıların modelleme sürecinde nasıl şekillendiği planlama, izleme, değerlendirme ve tahmin boyutlarında ele alınarak incelenmiştir. Durum çalışması niteliğindeki çalışma, ortaöğre­tim matematik öğretmenliğinde öğrenim gören üç birinci sınıf öğrencisinin oluşturduğu bir çalışma grubuyla yürütülmüştür. Veriler, çalışma grubunun modelleme problemini çözerken alınan video kayıtlarından, problemin çözümü ile ilgili yazılı yanıtlarından, GeoGebra çözüm dosyalarından ve problemlerin çözüm sürecinde araş­tırmacılar tarafından alınan gözlem notlarından derlenmiştir. Verilerin analizinde tematik kodlamalar yapılarak kategoriler oluşturulmuş ve üst bilişsel yapılar belirlenmiştir. Analiz sonucunda modelleme sürecindeki üst bilişsel yapılar planlama, izleme, değerlendirme ve tahmin boyutları için on sekiz kategori altında toplanmıştır. Üst bilişsel eylemler, teknoloji destekli modelleme sürecinde bilişsel eylemleri düzenlediği gibi birbirlerini de desteklemiştir. Çalışmanın matematiksel modelleme sürecindeki üst bilişsel eylemlere farklı ve derin bir bakış getireceği düşünülmektedir.

Anahtar Kelimeler:  Matematiksel modelleme, üst bilişsel yapılar, GeoGebra, matematik öğretmen adayları, teknoloji destekli modelleme süreci

Keywords

Matematiksel modelleme, üst bilişsel yapılar, GeoGebra, matematik öğretmen adayları, teknoloji destekli modelleme süreci

Metacognitive Structures Occuring in Mathematical Modelling Within A Technology Enhanced Environment

Abstract

The aim of this study is to explain metacognitive structures occurring in mathematical modelling within a technology aided environment. How metacognitive structures in modelling process are shaped within the dimensions of planning, monitoring, evaluation and prediction was examined. The study which is a case study, was conducted with a collaborative group of three freshman students who are studying in Secondary Mathematics teacher education programme. Data was collected from video recordings which were taken while collaborative group was solving the modelling problem, written answers of students on solution, GeoGebra solution files and observation notes which were taken by the researchers during problem solving process. During data analysis process, categories were formed by applying thematic coding and metacognitive structures were specified.  As a result of data analysis, metacognitive structures in modelling process for planning, monitoring, evaluation and prediction steps are grouped under eighteen categories. Metacognitive activities organised cognitive activities in technology aided modelling process and support other metacognitive activities. It is believed that this study will bring a different and detailed view into metacognitive activities in mathematical modelling process.

Keywords:  Mathematical modelling, metacognition, GeoGebra, mathematics student teachers, technology aided modelling process

Keywords

Mathematical modelling, metacognition, GeoGebra, mathematics student teachers, technology aided modelling process

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