İlköğretim Matematik Öğretmeni Adaylarının Örüntüleri Genelleme Süreçleri: Stratejiler ve Gerekçelendirmeler

Year 2017, , 513 - 550, 20.12.2017

Yaşar Akkan , Mesut Öztürk , Pınar Akkan

https://doi.org/10.16949/turkbilmat.323384

Abstract

Bu çalışmanın amacı, ilköğretim matematik öğretmeni adaylarının farklı
örüntü problemleri ile ilgili genelleme stratejilerini incelemek,
genellemelerinin altında yatan gerekçelendirmeleri keşfetmek ve genelleme ile
gerekçelendirmeleri arasındaki ilişkileri belirlemektir. Çalışma nitel
araştırma desenlerinden olgubilim modeline göre tasarlanmıştır. Çalışma, Doğu
Karadeniz Bölgesindeki bir üniversitenin İlköğretim Matematik Öğretmenliği
programında öğrenim gören 4. sınıf öğretmen adayları ile yürütülmüştür. Veri
toplama araçları, hem literatür hem de öğretim üyesi desteğiyle hazırlanan ve
farklı çözüm stratejilerinin ve gerekçelendirme çeşitlerinin üretilebildiği lineer
ve kuadratik örüntü problemleridir. Mülakatlar sonucu toplanan veriler
araştırmanın kavramsal çerçevesi dâhilinde betimsel analiz tekniği kullanılarak
çözümlenmiştir. Elde edilen sonuçlardan, öğretmen adaylarının en yaygın
kullandığı strateji türü fonksiyonel strateji olmakla birlikte, içeriksel,
yinelemeli, tahmin-kontrol ve karma stratejileri de kullanmışlardır. Öğretmen
adaylarının çoğu gerekçelendirmelerini sayısal kontrol yoluyla doğrulama ile
yapmışken, açıklama ve dışsal bilgi kaynağı yoluyla gerekçelendirme yapan
öğretmen adayları da tespit edilmiştir.

Keywords

Örüntü, gerekçelendirme, Örüntü, genelleme, stratejiler, öğretmen adayları

Pre-Service Elementary Mathematics Teachers’ Generalization Processes of Patterns: Strategies and Justifications

Abstract

The aim of this study is to investigate the generalizations created by
pre-service elementary mathematic teachers, to explore the justifications
predicted for their generalizations, and to determine any relationships between
generalization and justification. We used phenomenology design from qualitative
research methods in the study. The study was conducted by the 4th grade
students/pre-service teachers who are studying in a department of Elementary Mathematics
Teaching at a university located in the Eastern Black Sea region. Data
collection tools are linear and quadratic pattern problems which are prepared
with the support of literature and teaching staff and in which different
solution strategies and justification types can be produced. Interviews were
analyzed using the descriptive analysis technique within the conceptual
framework of the research. The results show that the most common type of
strategy used by pre-service teachers was functional strategy, contextual,
recursive, guess-check and mixed strategies. While many of the pre-service
teachers have justified their verification by numerical control, pre-service
teachers who have justified through explanation and external knowledge sources
have also been identified.

Keywords

Pattern, justification, generalization, strategies, pre-service teachers

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