Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 6 Sayı: 2, 60 - 67, 01.06.2019

Öz

Kaynakça

  • Baccaglini-Frank, A., & Mariotti, M. A. (2010). Generating conjectures in dynamic geometry: the maintaining dragging model. International Journal of Computer Mathematics, 15(3), 225-253.
  • Barrera F., & Santos, M. (2001). Students' use and understanding of different mathematical representations of tasks in problem solving instruction. In R. Speiser, C. A. Maher, & C. N. Walter (Eds.), Proceedings of the Twentythird Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 449-456). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem A Akademi Yayınları.
  • Elena, I. A., & Manuela, P. (2007). Dynamic environments as contexts for conjecturing and proving. International Journal of Engineering, 5(3), 7-13.
  • Galindo, E. (1998). Assessing justification and proof in geometry classes taught using dynamic geometry software. Mathematics Teacher, 91(1), 76-82.
  • Hölzl, R. (1996). How does "dragging" affect the learning of geometry. International Journal of Computers for Mathematical Learning, 1(2), 169–187.
  • Jones, K., Mackrell, K., & Stevenson, I. (2010). Designing digital technologies and learning activities for different geometries. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics education and technology. Rethinking the terrain (pp. 47-60). Boston, MA: Springer.
  • Komatsu, K., & Jones, K. (2018). Task design principles for heuristic refutation in dynamic geometry environments. International Journal of Science and Mathematics Education, 17(4), 1-24.
  • Laborde, C. (2000). Dynamic geometry environments as a source of rich learning contexts for the complex activity of proving. Educational Studies in Mathematics, 44(1-3), 151-161.
  • Laborde, C. (2001). Integration of technology in the design of geometry tasks with cabri-geometry. International Journal of Computers for Mathematical Learning, 6(3), 283–317.
  • Leung, A. (2008). Dragging in a dynamic geometry environment through the lens of variation. International Journal of Computer Mathematics, 13(2), 135–157.
  • Leung, A. (2011). An epistemic model of task design in dynamic geometry environment. ZDM Mathematics Education, 43(3), 325–336.
  • Leung, A., & Lee, A. S. (2014). Students’ geometrical perception on a task-based dynamic geometry platform. Educational Studies in Mathematics, 82(3), 361–377.
  • Mariotti, M. A. (2000). Introduction to proof: the mediation of a dynamic software. Educational Studies in Mathematics, 44(1-3), 25-53.
  • Mogetta, C., Olivero, F., & Jones, K. (1999). Designing dynamic geometry tasks that support the proving process. Proceedings of the British Society for Research into Learning Mathematics, 4(3), 97-102.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics (Executive Summary). Retrieved from https://www.nctm.org/uploadedFiles/Standards_and_Positions/PSSM_ExecutiveSummary.pdf
  • Noss, R., & Hoyles, C. (1996). Tools and technologies. In R. Noss & C. Hoyles (Eds.), Windows on mathematical meanings (pp. 52-73). London: Springer, Dordrecht.
  • Trigo, M. S., & Perez, H. E. (2002). Searching and exploring properties of geometric configurations using dynamic software. International Journal Math Education Science Technology, 1(1), 37-50.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Pre-Service Elemantary Mathematics Teachers’ Views On The Applicability Of Dynamic Geometry Black Box Activities In Classroom Environment

Yıl 2019, Cilt: 6 Sayı: 2, 60 - 67, 01.06.2019

Öz

The Dynamic Geometry (DG) software environment allows students to relate
mathematical concepts, create conjectures, rationalize and use different
strategies. The DG Environment offers the opportunity to design different
activities from paper pencil environment activities thanks to the drag tool.
One of these activities is “black box” activities. In this study, it is aimed
to determine the pre-service teachers’ views regarding the applicability of
black box activities in the classroom environment. A sample of the study on
qualitative research has been made up of 10 pre-service teacher who have been
studying in the last year of a State University's elementary mathematics
teaching Bachelor's degree program. Data collected with two feedback forms
prepared by the researcher were analyzed using content analysis method. As a
result, it was found that the use of black box activities in classroom
environment contributed to visualization, concretization and creative thinking
within the frame of the pre-service teachers’ views.

Kaynakça

  • Baccaglini-Frank, A., & Mariotti, M. A. (2010). Generating conjectures in dynamic geometry: the maintaining dragging model. International Journal of Computer Mathematics, 15(3), 225-253.
  • Barrera F., & Santos, M. (2001). Students' use and understanding of different mathematical representations of tasks in problem solving instruction. In R. Speiser, C. A. Maher, & C. N. Walter (Eds.), Proceedings of the Twentythird Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 449-456). Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2014). Bilimsel araştırma yöntemleri. Ankara: Pegem A Akademi Yayınları.
  • Elena, I. A., & Manuela, P. (2007). Dynamic environments as contexts for conjecturing and proving. International Journal of Engineering, 5(3), 7-13.
  • Galindo, E. (1998). Assessing justification and proof in geometry classes taught using dynamic geometry software. Mathematics Teacher, 91(1), 76-82.
  • Hölzl, R. (1996). How does "dragging" affect the learning of geometry. International Journal of Computers for Mathematical Learning, 1(2), 169–187.
  • Jones, K., Mackrell, K., & Stevenson, I. (2010). Designing digital technologies and learning activities for different geometries. In C. Hoyles & J.-B. Lagrange (Eds.), Mathematics education and technology. Rethinking the terrain (pp. 47-60). Boston, MA: Springer.
  • Komatsu, K., & Jones, K. (2018). Task design principles for heuristic refutation in dynamic geometry environments. International Journal of Science and Mathematics Education, 17(4), 1-24.
  • Laborde, C. (2000). Dynamic geometry environments as a source of rich learning contexts for the complex activity of proving. Educational Studies in Mathematics, 44(1-3), 151-161.
  • Laborde, C. (2001). Integration of technology in the design of geometry tasks with cabri-geometry. International Journal of Computers for Mathematical Learning, 6(3), 283–317.
  • Leung, A. (2008). Dragging in a dynamic geometry environment through the lens of variation. International Journal of Computer Mathematics, 13(2), 135–157.
  • Leung, A. (2011). An epistemic model of task design in dynamic geometry environment. ZDM Mathematics Education, 43(3), 325–336.
  • Leung, A., & Lee, A. S. (2014). Students’ geometrical perception on a task-based dynamic geometry platform. Educational Studies in Mathematics, 82(3), 361–377.
  • Mariotti, M. A. (2000). Introduction to proof: the mediation of a dynamic software. Educational Studies in Mathematics, 44(1-3), 25-53.
  • Mogetta, C., Olivero, F., & Jones, K. (1999). Designing dynamic geometry tasks that support the proving process. Proceedings of the British Society for Research into Learning Mathematics, 4(3), 97-102.
  • National Council of Teachers of Mathematics [NCTM]. (2000). Principles and standards for school mathematics (Executive Summary). Retrieved from https://www.nctm.org/uploadedFiles/Standards_and_Positions/PSSM_ExecutiveSummary.pdf
  • Noss, R., & Hoyles, C. (1996). Tools and technologies. In R. Noss & C. Hoyles (Eds.), Windows on mathematical meanings (pp. 52-73). London: Springer, Dordrecht.
  • Trigo, M. S., & Perez, H. E. (2002). Searching and exploring properties of geometric configurations using dynamic software. International Journal Math Education Science Technology, 1(1), 37-50.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Toyly BOZJANOV 0000-0001-5988-198X

Nuray ÇALIŞKAN DEDEOĞLU 0000-0002-1664-0921

Yayımlanma Tarihi 1 Haziran 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 6 Sayı: 2

Kaynak Göster

APA BOZJANOV, T., & ÇALIŞKAN DEDEOĞLU, N. (2019). Pre-Service Elemantary Mathematics Teachers’ Views On The Applicability Of Dynamic Geometry Black Box Activities In Classroom Environment. International Journal of Educational Studies in Mathematics, 6(2), 60-67.