GeoGebra Yazılımının Matematik Kaygısı ve Matematik Öğretme Kaygısına Etkisinin İncelenmesi

Year 2017, Volume: 14 Issue: 1, 908 - 939, 15.09.2017

Yılmaz Zengin

Abstract

Bu çalışmanın amacı, GeoGebra yazılımı kullanılarak
tasarlanan öğrenme ve öğretme sürecinin öğretmen adaylarının matematik kaygısı
ve matematik öğretme kaygısına etkisini incelemektir. Çalışma nicel ve nitel
metotların birlikte kullanıldığı karma yönteme dayalı olarak
gerçekleştirilmiştir. Çalışmanın katılımcılarını 40 matematik öğretmeni adayı
oluşturmaktadır. Nicel veriler matematik kaygı ölçeği ve matematik öğretme
kaygı ölçeği ile nitel veriler ise açık uçlu sorulardan oluşan bir görüş formu
ile toplanmıştır. Nicel veriler ilişkili örneklemler için t-testi ve Wilcoxon işaretli sıralar testi ile analiz edilmiştir.
Nitel veriler ise içerik analizi kullanılarak analiz edilmiştir. Verilerin
analizi sonucunda, GeoGebra yazılımıyla tasarlanan öğrenme ve öğretme sürecinin
öğretmen adaylarının matematik kaygıları ve matematik öğretme kaygılarının
azaltılmasına katkı sağladığı belirlenmiştir. Nitel bulgulara göre, bu kaygı
türlerinin azalmasında GeoGebra yazılımının matematiksel bilginin dinamik bir
ortamda yapılandırılmasına katkı sağlamasının önemli rol oynadığı ortaya
çıkmıştır. 

Keywords

GeoGebra, matematik kaygısı, matematik öğretme kaygısı, öğretmen adayı

The Investigation of the Effect of GeoGebra Software on Mathematics Anxiety and Mathematics Teaching Anxiety

Abstract

The purpose of this study
was to investigate the effect of learning and teaching process which was
designed by using GeoGebra on pre-service teachers’ mathematics anxiety and
their mathematics teaching anxiety. In the study, mixed method research was
used where both quantitative and qualitative data collection and analysis
procedures were combined. The participants of the study consisted of 40
pre-service mathematics teachers. Quantitative data were gathered by
mathematics anxiety scale and mathematics teaching anxiety scale. The
qualitative data were obtained by the open ended questionnaire. Quantitative
data were analyzed using the Wilcoxon signed rank test and dependent t-test.
Qualitative data were analyzed using content analysis. As a conclusion, it was
found that the learning and teaching process designed with the help of GeoGebra
software contributed to reduce pre-service teachers’ mathematics anxiety and
mathematics teaching anxiety. Based on qualitative findings, it was found that
building mathematical knowledge with GeoGebra software in the dynamic
environment played a key role in decreasing these anxiety types.

Keywords

GeoGebra, mathematics anxiety, mathematics teaching anxiety, pre-service teachers

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