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Öğretmen Adaylarının 7. Sınıf Öğrencilerinin Denklemler Konusundaki Hata ve Kavram Yanılgılarına İlişkin Farkındalıkları

Yıl 2019, Cilt: 9 Sayı: 1, 184 - 207, 15.04.2019
https://doi.org/10.19126/suje.535565

Öz

Öğretmen farkındalığı son zamanlarda matematik eğitimcilerinin önem
verdiği konulardan birisidir. Günlük hayattaki kullanımının ötesinde meslekî
bir vizyon gerektiren farkındalık becerisi, sınıf içindeki öğrenme durumlarının
öğretmen tarafından önce süzülmesi, ardından yorumlanması ve sonra uygun dönüt
sağlanması çerçevesinde bir dizi aktivite gerektirmektedir. Henüz mesleki
deneyimi olmayan öğretmen adaylarındaki farkındalık seviyesiniaraştırmak,
gelecekte verecekleri eğitim için bir öngörü sağlayacaktır. Cebir öğrenme alanı
özelinde, ilköğretim öğrencilerinin çeşitli kavram yanılgılarına düştükleri ve
zorluklar yaşadıkları önceki araştırmalarda belirlenmiştir. Bu nedenle bu
çalışmanın amacı, ortaokul 7. Sınıf öğrencilerinin denklemler konusundaki hata
ve kavram yanılgılarını belirlemek ve öğretmen adaylarının bu hata ve kavram
yanılgılarına ilişkin “farkındalıklarını” gözlemlemektir. Nitel araştırma
yöntemlerinin benimsendiği çalışmanın katılımcıları, orta ve yüksek akademik
başarıya sahip 3 öğrenci ve 3 matematik öğretmen adayıdır. Veri toplama aracı
olarak, “denklemler konusundaki hata ve kavram yanılgıları belirleme
ölçeğinden” yararlanılmış ve öğretmen adaylarınınbu yanıtlara ilişkin
farkındalıkları araştırılmıştır. Araştırmanın sonunda, teşhis adımındaki
başarının diğer adımlar için yeterli olmadığı bulunmuştur.

Kaynakça

  • Akkaya, R, Durmuş, S.(2010). İlköğretim 6.sınıf öğrencilerinin cebir öğrenme alanındaki kavram yanılgılarının giderilmesinde çalışma yapraklarının etkililiği. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. Sayı:27.
  • Barnhart, T.,&van Es, E. (2015). Studying teacher noticing: examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education 45, 83-93.
  • Bartell, T. G., Webel, C., Bowen, B., Dyson, N. (2013). Prospective teacher learning: recognizing evidence of conceptual understanding. Journal of Mathematics Teacher Education.16:57–79
  • Callejo, M. L., & Zapatera, A. (2017). Prospective primary teachers’ noticing of students’ understanding of pattern generalization. Journal of Mathematics Teacher Education.
  • Choy, B. H. (2016). Snapshots of mathematics teacher noticing during task design. Mathematics Education Research Journal. (2016) 28:421–440.
  • Doerr, H. M. (2006). Examining the tasks of teaching when using students' mathematical thinking. Educational Studies in Mathematics. 62(1), 3-24.
  • English, L. D.,&Halford, G. S. (1995). Mathematics education: models and processes. Mahwah, NJ: Erlbaum.
  • Erbaş, Çetinkaya, Ersoy. (2009). Öğrencilerin Basit Doğrusal Denklemlerin Çözümünde Karşılaştıkları Güçlükler ve Kavram Yanılgıları. Eğitim ve Bilim. Cilt 34, sayı 152
  • Erdem, Z.Ç. (2013). Öğrencilerin Denklem Konusundaki Hata ve Kavram Yanılgılarının Belirlenmesi ve Bu Hata ve Yanılgıların Nedenleri ve Giderilmesine İlişkin Öğretmen Görüşleri (Yayınlanmış Yüksek Lisans Tezi). Adıyaman Üniversitesi, Fen Bilimleri Enstitüsü, Adıyaman
  • Ferna´ndez, C; Llinares, S; Valls, J. (2012). Learning To Notice Students’ Mathematical Thinking Through On-Line Discussions. ZDM MathematicsEducation. 44:747–759
  • Franke, M. L., & Kazemi, E. (2001). Teaching as Learning within Community of Practice: Characterizing Generative Growth. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond ClassicalPedagogy: TeachingElementary School Mathematics (pp. 47-74). Mahwah, NJ: Lawrence Erlbaum.
  • Gall, MD, Borg, WR, Gall, JP Educational Research: An Introduction 1996 White Plains, NY Longman
  • Hines, E., & McMahon, M. T. (2005). Interpreting Middle School Students’ Proportional Reasoning Strategies: Observations From Prospective Teachers. School Science and Mathematics, 105(2), 88–105.
  • Jacobs, V. A., Lamb, L. L. C., & Philipp, R. A. (2010). Professional Noticing of Children’s Mathematical Thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
  • Llinares, S., &Krainer, K. (2006). Mathematics (student) teachers and teacher educator as learners. InA.Gutie´rrez& P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, presentand future (pp. 429–459). Rotterdam: Sense Publishers.
  • MacGregor, M., &Stacey, K. (1993). Cognitive models underlying students' formulation of simple linear equations. Journal for Research in Mathematics Education, 24, 217-232.
  • Perso, Thelma (1992). Using diagnostic teaching to overcome misconceptions in algebra. The Mathematical Association of Western Australia.
  • Sánchez-Matamoros, G.; Fernández, C., Llinares, S. (2019). Relationships among prospective secondary mathematics teachers’ skills of attending, interpreting and responding to students’ understanding. Educational Studies in Mathematics. January 2019, Volume 100, Issue 1, pp 83–99
  • Sa´nchez-Matamoros, G., Ferna´ndez, C., & Llinares, S. (2014). Developing prospective teachers’ noticing of students’ understanding of the derivative concept. International Journal of Science and Mathematics Education. Doi:10.1007/s10763-014-9544-y.
  • Santagata, R., &Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM.
  • Schack, E., Fisher, M., Thomas, J., Eisenhardt, S., Tassell, J., &Yoder, M. (2013). Prospective elementary school teachers’ professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education, 16, 379-397.
  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: seeing through teachers’ eyes. Nueva York: Routledge.
  • Stacey, K., &MacGregor, M. (1997). Ideas about symbolism that students bring to algebra. MathematicsTeacher, 90, 110-114.
  • Van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13, 155-176.
  • Yıldırım, A., Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma teknikleri. Seçkin Yayınları: Ankara.
  • Wagner, S. (1983). “What are these called variables?” Mathematics Teacher. 76, 474-478
  • Wilson, P. H., Mojica, G., &Confrey, J. (2013). Learning trajectories in teacher education: supporting teachers’ understanding of students’ mathematical thinking. Journal of Mathematical Behavior, 32, 103–121.

Pre-service Teachers’ Noticing of 7th Grade Students’ Errors and Misconceptions about the Subject of Equations

Yıl 2019, Cilt: 9 Sayı: 1, 184 - 207, 15.04.2019
https://doi.org/10.19126/suje.535565

Öz

Teacher
noticing is one of the issues that math educators have given importance
recently. The noticing-raising skills that require a professional vision beyond
their use in daily life requires a series of activities within the framework of
prior learning by the teacher, then interpreting and providing appropriate
feedback. Investigating the level of awareness in pre-service teacher trainees
will provide a foresight for future education. In the field of algebra
learning, it has been identified in previous studies that primary school
students experience various misconceptions and have a trouble. Therefore, the
aim of this study is to determine the misconceptions and errors of 7th grade
students about equations and to observe their noticing of these errors and
misconceptions. Participants of the study, in which qualitative research
methods have been adopted, are 3 student and 3 mathematics teacher candidates
with medium and high academic achievement. As a means of data collection, in
the scale of error and misconceptions about equations was utilized and teacher
candidates' awareness of these responses was investigated. At the end of the
study, it was found that the success of the attending step was not sufficient
for the other steps.

Kaynakça

  • Akkaya, R, Durmuş, S.(2010). İlköğretim 6.sınıf öğrencilerinin cebir öğrenme alanındaki kavram yanılgılarının giderilmesinde çalışma yapraklarının etkililiği. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. Sayı:27.
  • Barnhart, T.,&van Es, E. (2015). Studying teacher noticing: examining the relationship among pre-service science teachers’ ability to attend, analyze and respond to student thinking. Teaching and Teacher Education 45, 83-93.
  • Bartell, T. G., Webel, C., Bowen, B., Dyson, N. (2013). Prospective teacher learning: recognizing evidence of conceptual understanding. Journal of Mathematics Teacher Education.16:57–79
  • Callejo, M. L., & Zapatera, A. (2017). Prospective primary teachers’ noticing of students’ understanding of pattern generalization. Journal of Mathematics Teacher Education.
  • Choy, B. H. (2016). Snapshots of mathematics teacher noticing during task design. Mathematics Education Research Journal. (2016) 28:421–440.
  • Doerr, H. M. (2006). Examining the tasks of teaching when using students' mathematical thinking. Educational Studies in Mathematics. 62(1), 3-24.
  • English, L. D.,&Halford, G. S. (1995). Mathematics education: models and processes. Mahwah, NJ: Erlbaum.
  • Erbaş, Çetinkaya, Ersoy. (2009). Öğrencilerin Basit Doğrusal Denklemlerin Çözümünde Karşılaştıkları Güçlükler ve Kavram Yanılgıları. Eğitim ve Bilim. Cilt 34, sayı 152
  • Erdem, Z.Ç. (2013). Öğrencilerin Denklem Konusundaki Hata ve Kavram Yanılgılarının Belirlenmesi ve Bu Hata ve Yanılgıların Nedenleri ve Giderilmesine İlişkin Öğretmen Görüşleri (Yayınlanmış Yüksek Lisans Tezi). Adıyaman Üniversitesi, Fen Bilimleri Enstitüsü, Adıyaman
  • Ferna´ndez, C; Llinares, S; Valls, J. (2012). Learning To Notice Students’ Mathematical Thinking Through On-Line Discussions. ZDM MathematicsEducation. 44:747–759
  • Franke, M. L., & Kazemi, E. (2001). Teaching as Learning within Community of Practice: Characterizing Generative Growth. In T. Wood, B. S. Nelson, & J. Warfield (Eds.), Beyond ClassicalPedagogy: TeachingElementary School Mathematics (pp. 47-74). Mahwah, NJ: Lawrence Erlbaum.
  • Gall, MD, Borg, WR, Gall, JP Educational Research: An Introduction 1996 White Plains, NY Longman
  • Hines, E., & McMahon, M. T. (2005). Interpreting Middle School Students’ Proportional Reasoning Strategies: Observations From Prospective Teachers. School Science and Mathematics, 105(2), 88–105.
  • Jacobs, V. A., Lamb, L. L. C., & Philipp, R. A. (2010). Professional Noticing of Children’s Mathematical Thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
  • Llinares, S., &Krainer, K. (2006). Mathematics (student) teachers and teacher educator as learners. InA.Gutie´rrez& P. Boero (Eds.), Handbook of research on the psychology of mathematics education: Past, presentand future (pp. 429–459). Rotterdam: Sense Publishers.
  • MacGregor, M., &Stacey, K. (1993). Cognitive models underlying students' formulation of simple linear equations. Journal for Research in Mathematics Education, 24, 217-232.
  • Perso, Thelma (1992). Using diagnostic teaching to overcome misconceptions in algebra. The Mathematical Association of Western Australia.
  • Sánchez-Matamoros, G.; Fernández, C., Llinares, S. (2019). Relationships among prospective secondary mathematics teachers’ skills of attending, interpreting and responding to students’ understanding. Educational Studies in Mathematics. January 2019, Volume 100, Issue 1, pp 83–99
  • Sa´nchez-Matamoros, G., Ferna´ndez, C., & Llinares, S. (2014). Developing prospective teachers’ noticing of students’ understanding of the derivative concept. International Journal of Science and Mathematics Education. Doi:10.1007/s10763-014-9544-y.
  • Santagata, R., &Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM.
  • Schack, E., Fisher, M., Thomas, J., Eisenhardt, S., Tassell, J., &Yoder, M. (2013). Prospective elementary school teachers’ professional noticing of children’s early numeracy. Journal of Mathematics Teacher Education, 16, 379-397.
  • Sherin, M. G., Jacobs, V. R., & Philipp, R. A. (Eds.). (2011). Mathematics teacher noticing: seeing through teachers’ eyes. Nueva York: Routledge.
  • Stacey, K., &MacGregor, M. (1997). Ideas about symbolism that students bring to algebra. MathematicsTeacher, 90, 110-114.
  • Van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13, 155-176.
  • Yıldırım, A., Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma teknikleri. Seçkin Yayınları: Ankara.
  • Wagner, S. (1983). “What are these called variables?” Mathematics Teacher. 76, 474-478
  • Wilson, P. H., Mojica, G., &Confrey, J. (2013). Learning trajectories in teacher education: supporting teachers’ understanding of students’ mathematical thinking. Journal of Mathematical Behavior, 32, 103–121.
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Seval Deniz Kılıç 0000-0001-8855-4179

Yayımlanma Tarihi 15 Nisan 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 1

Kaynak Göster

APA Kılıç, S. D. (2019). Pre-service Teachers’ Noticing of 7th Grade Students’ Errors and Misconceptions about the Subject of Equations. Sakarya University Journal of Education, 9(1), 184-207. https://doi.org/10.19126/suje.535565