The Case of Time Axis Fallacy: 11th Grade Students’ Intuitively-based Misconception in Probability and Teachers’ Corresponding Practices

Yıl 2018, Cilt: 6 Sayı: 3, 86 - 105, 30.11.2018

Mehmet Fatih Öçal

Öz

This case study aimed to investigate whether mathematics teachers’ instructional practices were effective in resolving eleventh grade
students’ intuitively-based misconceptions regarding time axis fallacy.
The participants were three mathematics teachers from different high
schools and their students. Students were administered a diagnostic test
comprising questions related to intuitively-based misconceptions in
probability. The test was administered before and after students
received teachers’ instructions for probability subject. Teachers were
interviewed about their knowledge of students’ difficulties and
misconceptions. Teachers’ instructions for probability were observed and
videotaped. Content analysis method was used in the data analysis.
Considering the findings, it was observed that teachers did not give
emphasis on unfamiliar situations related to time axis fallacy.
Comparing the test results, there was slight
increase in the number of students who fell into time axis fallacy.
Based on the findings, it can be asserted that practitioners should be
aware of possible intuitively-based misconceptions in probability and
organize their instructions accordingly.

Anahtar Kelimeler

Intuition, misconceptions, probability, time axis fallacy, mathematics teachers

Zaman Etkisi Örneği: 11. Sınıf Öğrencilerinin Olasılıkta Sezgi Temelli Kavram Yanılgısı ve Öğretmenlerin İlgili Uygulamaları

Öz

Bu durum çalışmasının amacı, matematik öğretmenlerinin öğretim uygulamalarının on birinci sınıf öğrencilerinin sezgi temelli kavram yanılgıları bağlamında olasılık konusunda zaman etkisi yanılgısını gidermede etkili olup olmadığını incelemektir. Bu çalışmanın katılımcılarını farklı liselerde çalışan üç matematik öğretmeni ve bu öğretmenlerin öğrencileri oluşturmaktadır. Öğrencilere olasılıkta sezgi temelli kavram yanılgılarıyla ilgili sorular içeren bir tanı testi uygulanmıştır. Test, öğretmenlerin olasılık konusunun öğretiminin öncesi ve sonrasında uygulanmıştır. Ayrıca öğrencilerin zorlandıkları noktalar ve kavram yanılgılarına yönelik öğretmenler ile mülakatlar yapılmıştır. Öğretmenlerin olasılık öğretimleri sırasında hem gözlem yapılmış hem de dersler video kaydı altına alınmıştır. Verilerin analizinde içerik analiz yöntemi kullanılmıştır. Bulgular göz önüne alındığında, zaman etkisi kavram yanılgısıyla ilgili aşina olunmayan durumlara öğretmenlerin odaklanmadığı gözlemlenmiştir. Test sonuçları karşılaştırıldığında, zaman etkisi yanılgısına düşen öğrenci sayısında az bir artış olduğunu göstermiştir. Bulgular ışığında, uygulayıcıların olasılıkta sezgi temelli kavram yanılgılarından haberdar olmaları ve öğretimlerini bu bağlamda düzenlemeleri gerektiği söylenebilir.

Anahtar Kelimeler

Sezgi, kavram yanılgıları, olasılık, zaman etkisi yanılgısı, matematik öğretmenleri

Kaynakça

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