Ortaokul Matematik Öğretmen Adaylarının Üçgen Eşitsizliğini Toplu Argümantasyonla Kavrayışları

Yıl 2019, Cilt: 20 Sayı: 1, 27 - 41, 30.04.2019

Tuğba Uygun Didem Akyüz

https://doi.org/10.17679/inuefd.333720

Öz

Bu çalışmanın amacı, ortaokul matematik öğretmen
adaylarının üçgen eşitsizliğiyle ilgili düşünce ve öğrenmelerini toplu
argümantasyon yoluyla nasıl geliştirdiklerini incelemektir. Veri toplama süreci
toplu sınıf tartışmaları, akran grubu tartışmaları ve yazılı belgeler üzerine
kurulmuştur. Tartışma süreci Toulmin'in argümantasyon modeli kullanılarak
analiz edilmiştir. Katılımcılar kolektif tartışma süreci boyunca, üçgen
eşitsizliği konusundaki geometrik fikirlerini öne sürerek ve bunları
sorgulayarak gerekli bilgi ve kavrayışa ulaşmışlar ve nihayetinde bu kavram
hakkındaki bilgilerini ve kavrayışlarını geliştirmişlerdir. Katılımcıların, ügen
eşitsizliği konusundaki bilgi ve kavrayışlarını, matematiksel fikirlerini argümantasyon
yoluyla yeniden değerlendirerek geliştirdikleri görülmüştür.

Anahtar Kelimeler

Argümantasyon, ortaokul matematik öğretmen adayı, sosyal öğrenme ortamı, üçgen Eşitsizliği.

Preservice Middle School Mathematics Teachers’ Understanding of Triangle Inequality through Collective Argumentation

Öz

The purpose of
the present study was to examine how preservice middle school mathematics
teachers develop the understanding and reasoning of triangle inequality
through collective argumentation. Data collection process was based on whole
class and peer group discussions and written documents. The data including the
transcriptions of the discussion processes with the written documents were
analyzed by using Toulmin’s model of argumentation. Through this collective
argumentation process, they attained the knowledge and understanding of triangle
inequality by suggesting and challenging their geometrical ideas about the
concept and they developed and constructed their knowledge and understanding
of this concept. It was found that the participants improved their knowledge
and understanding of triangle inequality by argumentation through criticizing
their mathematical ideas.

Anahtar Kelimeler

Argumentation, preservice middle school mathematics teachers, social learning

Kaynakça

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