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Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği

Year 2018, Volume: 9 Issue: 2, 211 - 248, 29.08.2018
https://doi.org/10.16949/turkbilmat.379891

Abstract

Bu çalışmanın amacı
öğretmen adaylarının matematiksel ilişkilendirme becerilerinin türev kavramı
bağlamında ele alınarak yorumlanmasıdır. Bu kapsamda öncelikle matematiksel
ilişkilendirme becerisi kuramsal olarak analiz edilerek bu becerinin
değerlendirilmesinde kullanılabilecek bir kuramsal yapı oluşturulmaya
çalışılmıştır. Daha sonra ise bir devlet üniversitesinin eğitim fakültesi son
sınıf öğrencilerinden seçilen ve 51 kişiden oluşan matematik öğretmen
adaylarına araştırmacı tarafından geliştirilmiş olan İlişkilendirme Beceri
Testi (İBT) uygulanmıştır. İlişkilendirme Beceri Testi’nin temel bileşenleri
farklı gösterimler arası ilişkilendirme, kavramlar arası ilişkilendirme, gerçek
yaşamla ilişkilendirme ve farklı disiplinlerle İlişkilendirme olarak ifade
edilebilir.  Çalışma sonucunda öğretmen
adaylarının genel olarak türev kavramına yönelik ders kitaplarında yer alan
ezberi bir takım bilgilere sahip oldukları fakat bu bilgileri birbiri ile
ilişkili olarak anlamlandırmakta ve kullanmakta güçlük çektikleri
gözlenmiştir.  Matematiğin daha anlamlı
ve ilişkisel olarak öğrenilmesi anlamında, matematik eğitimcilerinin
sınıflarında, kavramsal anlamaya odaklanmaları ve kavramların anlamlı
öğrenilmesini ve gerçek yaşamla ilişkilendirilebilmesini sağlayacak etkinlik ve
uygulamalara yer vermeleri önerilmiştir.

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A Theoretical Examination of the Mathematical Connection Skill: The Case of the Concept of Derivative

Year 2018, Volume: 9 Issue: 2, 211 - 248, 29.08.2018
https://doi.org/10.16949/turkbilmat.379891

Abstract

The aim of this study is
to explore and interpret the mathematical connection skills of pre-service
teachers within the context of the concept of derivative. In this regard,
firstly the mathematical connection skill was analyzed theoretically, and an
attempt was made to establish a theoretical structure that can be used in the
evaluation of this skill. Then the Connection Skill Test (CST), developed by
the researcher, was applied to the students in the study group composed of 51
people selected from among senior students of the Faculty of Education of a
state university in Turkey. Four basic components of the test are as follows:
connection between different representations, connection between concepts,
connection with real life, and connection with different disciplines. The
findings of the study indicate that most of the pre-service teachers have some
rote-learning based pieces of knowledge from textbooks with regards to the
concept of derivative, but they cannot, to a large extent, understand and use
them in connection with each other. For a more meaningful and relational
understanding of mathematics, it is suggested for mathematics educators to
focus on conceptual understanding and include activities and practices that
will enable concepts to be learned meaningfully and in connection with real
life in their classes.

References

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  • Ainsworth, S., & Van Labeke, N. (2004). Multiple forms of dynamic representation. Learning and Instruction, 14(3), 241-255.
  • Akkoç, H. (2006). Fonksiyon kavramının çoklu temsillerinin çağrıştırdığı kavram görüntüleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30, 1-10.
  • Akkuş, O. (2008). İlköğretim matematik öğretmeni adaylarının matematiği günlük yaşamla ilişkilendirme düzeyleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 1-12.
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  • Amoah, V., & Laridon, P. (2004). Using multiple representations to assess students’ understanding of the derivative concept. Proceeding of the British Society for Research into Learning Mathematics, 24(1).
  • Aspinwell, L., & Miller, D. (1997). Students’ positive reliance on writing as a process to learn first semester calculus. Journal of Instructional Psychology, 24, 253–261.
  • Baker, B., Cooley, L., & Trigueros, M. (2000). A calculus graphing schema. Journal for Research in Mathematics Education, 31(5), 557-578.
  • Ball, D. L., Hill, H., & Bass, H., (2005). Knowing mathematics for teaching: who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(3), 14-46.
  • Barmby, P., Harries, T., Higgins, S., & Suggate, J. (2009). The array representation and primary children’s understanding and reasoning in multiplication. Educational Studies in Mathematics, 70(3), 217−241.
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  • Billings, E. M., & Klanderman, D. (2000). Graphical representations of speed: obstacles preservice k‐8 teachers experience. School Science and Mathematics, 100(8), 440-450.
  • Bingölbali, E., & Coşkun, M. (2016). İlişkilendirme becerisinin matematik öğretiminde kullanımının geliştirilmesi için kavramsal çerçeve önerisi. Eğitim ve Bilim, 41(183).
  • Blum, W., Galbraith, P.L., Henn, H.-W., & Niss, M. (2007). Modelling and applications in mathematics education. New York: Springer.
  • Boaler, J. (1993). Encouraging the transfer of ‘school’ mathematics to the ‘real world’ through the integration of process and content, context and culture. Educational Studies in Mathematics, 25(4), 341-373.
  • Bosse, M. J. (2003). The beauty of “and” and “or”: Connections within mathematics for students with learning differences. Mathematics and Computer Education, 37(1), 105-114.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
  • Businskas, A.M. (2008). Conversations about connections: how secondary mathematics teachers conceptualize and contend with mathematical connections (Unpublished PhD Thesis), Simon Fraser University, Canada.
  • Carpenter, T. P., & Lehrer, R. (1999). Teaching and learning mathematics with understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 19–32). Mahwah, NJ: Lawrence Erlbaum.
  • Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in the elementary school. Portsmouth, NH: Heinemann.
  • Carpenter, T. P., Levi, L., Franke, M. L., & Zeringue, J. K. (2005). Algebra in elementary school: developing relational thinking. ZDM, 37(1), 53-59.
  • Carrejo, D. (2004). Mathematical modelling and kinematics: a study of emerging themes and their implications for learning mathematics through an inquiry-based approach (Unpublished PhD Thesis), University of Texas, Austin.
  • Carrejo, D. J., & Marshall, J. (2007). What is mathematical modelling? exploring prospective teachers’ use of experiments to connect mathematics to the study of motion. Mathematics Education Research Journal, 19(1), 45–76.
  • Chapman, O. (2012). Challenges in mathematics teacher education. Journal of Mathematics Teacher Education, 15(4), 263-270.
  • Cherniak, C., Changizi, M., & Kang, D. W. (1999). Large-scale optimization of neuron arbors. Physical Review, 59, 6001–6009.
  • Çelik, D., & Sağlam- Arslan, A. (2012). Öğretmen adaylarının çoklu gösterimleri kullanma becerilerinin analizi. İlköğretim-Online, 11(1), 239-250.
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There are 91 citations in total.

Details

Primary Language Turkish
Journal Section Research Articles
Authors

Hayal Yavuz Mumcu 0000-0002-6720-509X

Publication Date August 29, 2018
Published in Issue Year 2018 Volume: 9 Issue: 2

Cite

APA Yavuz Mumcu, H. (2018). Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 9(2), 211-248. https://doi.org/10.16949/turkbilmat.379891
AMA Yavuz Mumcu H. Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği. Turkish Journal of Computer and Mathematics Education (TURCOMAT). August 2018;9(2):211-248. doi:10.16949/turkbilmat.379891
Chicago Yavuz Mumcu, Hayal. “Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 9, no. 2 (August 2018): 211-48. https://doi.org/10.16949/turkbilmat.379891.
EndNote Yavuz Mumcu H (August 1, 2018) Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 9 2 211–248.
IEEE H. Yavuz Mumcu, “Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği”, Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 9, no. 2, pp. 211–248, 2018, doi: 10.16949/turkbilmat.379891.
ISNAD Yavuz Mumcu, Hayal. “Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği”. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 9/2 (August 2018), 211-248. https://doi.org/10.16949/turkbilmat.379891.
JAMA Yavuz Mumcu H. Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2018;9:211–248.
MLA Yavuz Mumcu, Hayal. “Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), vol. 9, no. 2, 2018, pp. 211-48, doi:10.16949/turkbilmat.379891.
Vancouver Yavuz Mumcu H. Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği. Turkish Journal of Computer and Mathematics Education (TURCOMAT). 2018;9(2):211-48.