Research Studies of Computer-assisted Instruction in Mathematics Education: Examination of Turkish Graduate Theses Completed between 2005-2016

Yıl 2018, Cilt: 9 , 381 - 387, 18.08.2018

Onur Topcu Mustafa Koc

Öz

The rapid development and diffusion
of technology dramatically change the power balances/relations and competition
areas among the countries. In order to keep up with such a transformation and
to become an arbiter or an entitled shareholder, countries strive to get
benefit from the latest technology in their all institutions. Intensive effort
and studies are being conducted especially on the information and technology
oriented economy and growth. One of the fundamental requirements for success in
this issue is to train entrepreneur citizens that are aware of the potentials
of technology and able to use technology for production through integrating
technology in educational contexts. Computer-assisted instruction (CAI) is one
of the applications to help in the way of fulfilling this goal. Defined as
making use and taking the advantage of computer technologies in
teaching-learning activities, CAI aims to provide students with effective and
enriched educational experiences that can ideally serve their needs and
interests. Computers are also used in mathematics education where analytic
processes such as calculation, visualization, prediction and intuition,
modeling and generalization are required. The potentials of CAI in mathematics
education have been explored in research studies. Examination of these studies
is important in order to follow rapidly changing computer applications and
related research trends in this area. Therefore, using a content analysis, this
study aims to provide an overall evaluation of Turkish graduate thesis focusing
on the use of CAI in mathematics education completed between 2005 and 2016. A
total of 83 theses were recruited through relevant searches on the online
database of Higher Education Council. They were carefully read and the
necessary information was transferred to the Microsoft Excel environment using
the 4N1K literature review method. Then, the information about each study was
coded in terms of research problem, CAI application employed, main variables,
research methods, sampling, data collection and analysis methods and results
and then converted into frequency and percentage tables.

Anahtar Kelimeler

Mathematics education, Computer-supported instruction, Graduate thesis, Content analysis

Kaynakça

• Baki, A. (1996). Matematik öğretiminde bilgisayar her şey midir? Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 12, 135-143. Baki, A. (2002). Öğrenen ve öğretenler için bilgisayar destekli matematik. İstanbul: Ceren Yayın Dağıtım. Baydar, S. C., & Bulut, S. (2002). Öğretmenlerin matematiğin doğası ve öğretimi ile ilgili inançların matematik eğitimindeki önemi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 23, 62-66. Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge Publication. Doering, A., & Veletsianos, G. (2009). Teaching with instructional software. In M. D. Roblyer & A. Doering (Eds.), Integrating Educational Technology into Teaching (pp. 73-108). Upper Saddle River, NJ: Pearson Education. Kart, C. (2002). Matematik eğitimi ve öğretimi. Çağdaş Eğitim, 291, 7-10. Özdemir, A. Ş. ve Tabuk, M. (2004). Matematik dersinde bilgisayar destekli öğretimin öğrenci başarı ve tutumlarına etkisi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 3(5), 142-152 Yanpar, T. (2007). Öğretim teknolojileri ve materyal tasarımı. Ankara: Anı Yayıncılık. Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma. Ankara: Seçkin Yayınevi.