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İlköğretim 6-8. sınıf öğrencilerinin cebir öğrenme alanındaki kavram yanılgıları

Yıl 2006, Cilt: 31 Sayı: 31, 1 - 12, 01.06.2006

Recai Akkaya Soner Durmuş

Öz

Matematiksel düşünmenin gelişim sürecinde cebir, önemli bir yer tutmaktadır. Bir çok araştırma ilköğretim 6-8. sınıflardakiöğrencilerin cebirle ilgili farklı kavram yanılgılarına sahip olduklarını ortaya koymuştur. Bu çalışma ile bu kavram yanılgılarınınneler oldukları belirleme amaçlanmıştır. Araştırmanın bulguları ilgili literatürdeki bulgular da göz önüne alınarak eleştirel biryaklaşımla ele alınmıştır. Kavram yanılgılarını gidermeye yönelik öneriler sunulmuştur

Anahtar Kelimeler

Cebir harfli ifadeler değişken kavram yanılgısı

Kaynakça

  • Arcavi, A. ve Schoenfeld, A. (1988). On the meaning of variable. Mathematics Teacher, 81 (6), 420-427.
  • Baykul, Y. (2002). İlköğretimde Matematik Öğretimi 6.- 8. Sınıflar İçin. Ankara: Pegem A Yayıncılık.
  • Baki, A. ve Kartal, T., (1998). Lise öğrencilerinin cebir bilgilerinin kavramsal ve işlemsel bilgi bağlamında değerlendirilmesi,
  • UFBMEK Bildiri Özetleri Kitabı, s:211. Cates, M.C. (2000). Making algebra accessible to all students: an important issue for all. , The Journal of the University of
  • South Carolina Upstate School of Education, 12 (2), 110-113
  • Champagne, A., Gunstone, R., Klopler, L. (1985). Effective changes in cognitive structures among physics students. In L. H.
  • T. West A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 163-187). New York Academic Press. Davidenko, S. (1997). Building the concept of function from students’ everday activities. The Mathematics Teache, 90 (2), 149.
  • Dede, Y. (2004). Değişken kavramı ve öğrenimindeki zorlukların belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 4 (1),24-56.
  • English, L. Warren, E. (1998). Introducing the variable through pattern exploration, The Mathematics Teacher, 91 (2), 166
  • Elby, A. (2001). Helping physics students learn how to learn. American Journal of Physics, Physics Education Research Supplement, 69, (S1), S54-S64.
  • Erbaş, A. K, Ersoy,Y. (2003). Kassel projesi cebir testinde bir grup türk öğrencisinin başarısı ve öğrenme güçlükleri.
  • İlköğretim Online Dergisi, 4 (1),18-39. Falkner, K. P, Levi, L, Carpenter, T. P. (1999). Children’s Understanding Of Equality: A Foundation For Algebra. Teaching
  • Children Mathematics, 6 (4), 232-236. Fisher, K. (1983). Amino acids and tranlation: A misconceptions in biology. In H. Helm J. Novak (Eds.), Proceedings of the International Seminar on Misconceptions in Science and Mathematics (pp. 407-419). Ithaca, NY: Department of
  • Education Cornell University. Griffiths, A. K., Preston, K. R. (1992). Grade 12 students misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29- 611-628.
  • Hashweh, M. (1988). Descriptive studies of students’ conceptions in science. Journal of Research in Science Teaching, 25, 134.
  • Kaput, J. (1998). Transformin Algebra from an Engine of Inequity to an Engine of Mathematical Power by ‘Algebrafying’ the K-12 Curriculum. In The Nature and Role of Algebra in the K-14 Curriculum: Proceedings of a National Symposium ,Washington D.C., May 27-28.
  • Kieran, C. (1992). The learning and teaching of school algebra. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.
  • Küchemann, D. (1978). Children’s Understanding of Numerical Variables. Mathematics in Scholl, 7(4), 23-26
  • Macgregor, M., Stacey; K. (1997). Ideas about symbolism that students bring to algebra. The Mathematics Teacher, 90(2), 113
  • Macgregor, M.,Stacey ,K. (1997). Students’ undersatnding of algebraic notation: 11-15, Educational Studies in Mathematics, , 1-19
  • National Council of Teachers of Mathematics (1997). A Framework for constructing a vision of algebra: A discussion document. Reston, VA: National Council of Teachers of Mathematics.
  • Perso, Thelma (1992). Using Dıagnostic Teaching to Overcome Misconceptions in Algebra. The Mathematical Association of Western Australia.
  • Philipp, R. (1992). The many uses of algebraic variable. The Mathematics Teacher, 85 (7), 557-561.
  • Sfard, A. (1995). The development of Algebra : Historical and Psychological Persrectives. Journal of Mathematical Behavior, , 15-39
  • Usiskin, Z. (1988). Conceptions of School Algebra and Uses of Variables. In A. Coxford (Ed.), The Ideas of Algebra, K-12
  • (pp. 8-19). Reston, VA: National Council of Teachers of Mathematics. Viennot, L. (1979). Spontaneous reasoning in elementary dynamics. European Journal Science Education, 1, 205-221.
  • Yaman, H, Toluk, Z, Oklun, S. (2003). İlköğretim Öğrencileri Eşit İşaretini Nasıl Algılamaktadırlar? Hacettepe Üniversitesi
  • Eğitim Fakültesi Dergisi, 24,142-151. Wagner, S. (1983). What are these called variables? Mathematics Teacher, 76, 474-478 EK A CEBİR TESTİ

Yıl 2006, Cilt: 31 Sayı: 31, 1 - 12, 01.06.2006

Recai Akkaya Soner Durmuş

Öz

Kaynakça

  • Arcavi, A. ve Schoenfeld, A. (1988). On the meaning of variable. Mathematics Teacher, 81 (6), 420-427.
  • Baykul, Y. (2002). İlköğretimde Matematik Öğretimi 6.- 8. Sınıflar İçin. Ankara: Pegem A Yayıncılık.
  • Baki, A. ve Kartal, T., (1998). Lise öğrencilerinin cebir bilgilerinin kavramsal ve işlemsel bilgi bağlamında değerlendirilmesi,
  • UFBMEK Bildiri Özetleri Kitabı, s:211. Cates, M.C. (2000). Making algebra accessible to all students: an important issue for all. , The Journal of the University of
  • South Carolina Upstate School of Education, 12 (2), 110-113
  • Champagne, A., Gunstone, R., Klopler, L. (1985). Effective changes in cognitive structures among physics students. In L. H.
  • T. West A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 163-187). New York Academic Press. Davidenko, S. (1997). Building the concept of function from students’ everday activities. The Mathematics Teache, 90 (2), 149.
  • Dede, Y. (2004). Değişken kavramı ve öğrenimindeki zorlukların belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 4 (1),24-56.
  • English, L. Warren, E. (1998). Introducing the variable through pattern exploration, The Mathematics Teacher, 91 (2), 166
  • Elby, A. (2001). Helping physics students learn how to learn. American Journal of Physics, Physics Education Research Supplement, 69, (S1), S54-S64.
  • Erbaş, A. K, Ersoy,Y. (2003). Kassel projesi cebir testinde bir grup türk öğrencisinin başarısı ve öğrenme güçlükleri.
  • İlköğretim Online Dergisi, 4 (1),18-39. Falkner, K. P, Levi, L, Carpenter, T. P. (1999). Children’s Understanding Of Equality: A Foundation For Algebra. Teaching
  • Children Mathematics, 6 (4), 232-236. Fisher, K. (1983). Amino acids and tranlation: A misconceptions in biology. In H. Helm J. Novak (Eds.), Proceedings of the International Seminar on Misconceptions in Science and Mathematics (pp. 407-419). Ithaca, NY: Department of
  • Education Cornell University. Griffiths, A. K., Preston, K. R. (1992). Grade 12 students misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29- 611-628.
  • Hashweh, M. (1988). Descriptive studies of students’ conceptions in science. Journal of Research in Science Teaching, 25, 134.
  • Kaput, J. (1998). Transformin Algebra from an Engine of Inequity to an Engine of Mathematical Power by ‘Algebrafying’ the K-12 Curriculum. In The Nature and Role of Algebra in the K-14 Curriculum: Proceedings of a National Symposium ,Washington D.C., May 27-28.
  • Kieran, C. (1992). The learning and teaching of school algebra. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.
  • Küchemann, D. (1978). Children’s Understanding of Numerical Variables. Mathematics in Scholl, 7(4), 23-26
  • Macgregor, M., Stacey; K. (1997). Ideas about symbolism that students bring to algebra. The Mathematics Teacher, 90(2), 113
  • Macgregor, M.,Stacey ,K. (1997). Students’ undersatnding of algebraic notation: 11-15, Educational Studies in Mathematics, , 1-19
  • National Council of Teachers of Mathematics (1997). A Framework for constructing a vision of algebra: A discussion document. Reston, VA: National Council of Teachers of Mathematics.
  • Perso, Thelma (1992). Using Dıagnostic Teaching to Overcome Misconceptions in Algebra. The Mathematical Association of Western Australia.
  • Philipp, R. (1992). The many uses of algebraic variable. The Mathematics Teacher, 85 (7), 557-561.
  • Sfard, A. (1995). The development of Algebra : Historical and Psychological Persrectives. Journal of Mathematical Behavior, , 15-39
  • Usiskin, Z. (1988). Conceptions of School Algebra and Uses of Variables. In A. Coxford (Ed.), The Ideas of Algebra, K-12
  • (pp. 8-19). Reston, VA: National Council of Teachers of Mathematics. Viennot, L. (1979). Spontaneous reasoning in elementary dynamics. European Journal Science Education, 1, 205-221.
  • Yaman, H, Toluk, Z, Oklun, S. (2003). İlköğretim Öğrencileri Eşit İşaretini Nasıl Algılamaktadırlar? Hacettepe Üniversitesi
  • Eğitim Fakültesi Dergisi, 24,142-151. Wagner, S. (1983). What are these called variables? Mathematics Teacher, 76, 474-478 EK A CEBİR TESTİ
Toplam 28 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Recai Akkaya Bu kişi benim

Soner Durmuş Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2006
Yayımlandığı Sayı Yıl 2006 Cilt: 31 Sayı: 31

Kaynak Göster

APA Akkaya, R., & Durmuş, S. (2006). İlköğretim 6-8. sınıf öğrencilerinin cebir öğrenme alanındaki kavram yanılgıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 31(31), 1-12.