Change in the Level of Justification in Problem Solving Over Time

Yıl 2019, , 1481 - 1494, 15.07.2019

Recai Akkuş

https://doi.org/10.24106/kefdergi.3050

Öz

Students’ actions in a mathematical context contain some sort of proving in the forms of justification, explanation, verification, etc. Each form has levels in terms of the quality that adds to mathematical understanding of students. In this study, 58 teacher candidates’ problem solving processes were analyzed across time in terms of the level of justification. The key findings from this study were as the use of external justifications decreased over time, that of internal increased especially for the first five weeks and the use of schematic justifications was fluctuated. The findings suggest that through teacher feedback and structured writing with prompted questions, students can develop an awareness of rigorous mathematical justifications over time.

Anahtar Kelimeler

justification, problem solving, writing, mathematics education

Problem Çözmede Gerekçelendirme Seviyelerinin Zamana Göre Değişimi

Öz

Matematiksel
bir bağlamda öğrencilerin eylemleri gerekçelendirme, açıklama, doğrulama gibi
bazı ispat şekilleri içermektedir. Her bir ispat formunun öğrencinin
matematiksel anlamasına katkı sunan niteliksel seviyesi mevcuttur. Bu
çalışmada, 58 matematik öğretmen adayının problem çözme süreçleri
gerekçelendirme seviyelerinin zaman içerisindeki değişimini ortaya koymak için
analiz edilmiştir. Çalışmanın temel bulguları, zamanla dışsal gerekçelendirme
kullanımının azaldığını, içsel kullanımların özellikle ilk beş hafta
yükseldiğini ve şematik gerekçelendirmelerin ise dalgalanma yaptığını
göstermektedir. Bu bulgular ışığında, öğretmenin dönütleri ve yapılandırılmış
yazma sayesinde öğrencilerin zamanla matematiksel gerekçelendirme sunma
farkındalıklarının geliştiği söylenebilir.

Anahtar Kelimeler

gerekçelendirme, problem çözme, yazma, matematik eğitimi

Kaynakça

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