The Investigation of Preservice Mathematics Teachers’ Knowledge about Quadrilaterals through Concept Maps

Year 2018, Volume: 9 Issue: 1, 1 - 30, 08.04.2018

Tuğba Horzum

https://doi.org/10.16949/turkbilmat.333678

Cited By: 1

Abstract

The aim of this study is to determine conceptions of preservice
mathematics teachers’ (PMTs’) on quadrilaterals through concept map method.
This qualitative study is conducted with 26 PMTs. As a data collection tool,
documents are obtained through concept map technique which has low guidance, such
as “design a map”. With this technique PMTs were asked to draw a concept map on
quadrilaterals and each student made his/her own map. The PMTs’ drawings and
highlighted concept definitions related to quadrilaterals in concept maps were
analyzed descriptively whether they are correct or not. The findings showed
that most of the PMTs used geometric figures in forming their own maps and they
made generally partition classifications. Also the participants drew squares,
parallelograms and rectangles most, and rhombuses and trapezoids least.
Besides, the explanations of the wrong drawings showed that PMTs had the
necessary knowledge of quadrilaterals, but they ignored this knowledge in their
drawings. Finally, it was determined that the participants defined trapezoid as a ‘quadrilateral with only two parallel sides’.

Keywords

Concept map, quadrilaterals, preservice teachers, conceptual understanding

Matematik Öğretmeni Adaylarının Dörtgenler Hakkındaki Anlamalarının Kavram Haritası Aracılığıyla İncelenmesi

Abstract

Bu çalışmanın amacı ortaokul matematik öğretmeni adaylarının dörtgenler ile ilgili anlamalarını kavram haritası aracılığıyla belirlemektir. Nitel bir
doğaya sahip olan bu çalışma 26 ortaokul matematik öğretmeni adayı ile
gerçekleştirilmiştir. Veri toplama aracı olarak yönlendirmesi düşük olan
“sıfırdan harita yap” türü kavram haritası tekniği ile elde edilen belgeler
kullanılmıştır. Bu teknik ile her bir öğretmen adayından dörtgenler ile ilgili
kendi kavram haritalarını oluşturmaları istenmiştir. Kavram haritalarında
öğretmen adaylarının dörtgenlere ilişkin çizimleri ve işaret ettikleri tanımları doğru ve hatalı olmaları bazında betimsel olarak analiz edilmiştir. Bulgular
katılımcıların çoğunluğunun kavram haritalarını oluşturmak için geometrik
çizimleri kullandıklarını ve genellikle parçalı sınıflama yaptıklarını
göstermiştir. Katılımcılar en çok kare, paralelkenar ve dikdörtgen, en az da
eşkenar dörtgen ve yamuk çizimlerini ele almışlardır. Hatalı çizim yapan
katılımcıların yazılı açıklamalarına bakıldığında ise, dörtgenlere ilişkin
gerekli özellikleri bildikleri ancak çizimlerde bu özellikleri göz ardı
ettikleri görülmüştür. Son olarak, katılımcıların yamuğu çoğunlukla “yalnız bir
çift kenarı paralel olan dörtgen” olarak tanımladıkları belirlenmiştir.

Keywords

Kavram haritası, dörtgenler, öğretmen adayları, kavramsal anlama

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