Ortaokul matematik öğretmeni adaylarının görsel matematik okuryazarlık algı düzeyleri ile grafik becerileri arasındaki ilişki

Öz

Bu çalışmada ortaokul matematik öğretmen adaylarının grafiklere dair becerileri ve bu beceriler ile görsel matematik okuryazarlığı algıları arasında anlamlı bir ilişki olup olmadığı araştırılmıştır. Çalışmada ilişkisel tarama yöntemi benimsenmiş olup, öğretmen adaylarının grafik becerilerini ve görsel matematik okuryazarlığı GMO algılarını ortaya koymak amacıyla basit betimsel yöntem, grafik becerilerinin GMO algısı ile ilişkisini ortaya koymak amacıyla ise ilişkisel tarama yöntemi kullanılmıştır. Araştırmanın katılımcılarını Türkiye’deki üç farklı üniversitede İlköğretim Matematik Öğretmenliği Anabilim Dalı’nın dördüncü sınıfına devam eden 108 gönüllü öğretmen adayı oluşturmaktadır. Öğretmen adaylarının seçiminde “Olasılık ve İstatistik Öğretimi” dersini almış olmalarına dikkat edilmiştir. Veriler İlhan (2015) tarafından geliştirilen “Görsel Matematik Okuryazarlığı Ölçeği” ve araştırmacılar tarafından geliştirilen “Grafik Becerileri Testi” aracılığı ile toplanmıştır. Grafik Becerileri grafik okuma, yorumlama, oluşturma ve değerlendirme olmak üzere dört kategoride değerlendirilmiştir. Bulgular betimsel ve ilişkisel olarak sunulmuş ve katılımcı cevaplarından alıntılara yer verilmiştir. Araştırmanın sonuçlarına göre öğretmen adaylarının en başarılı oldukları grafik becerisi grafik okuma iken, grafik oluşturma ve değerlendirme konusunda aynı başarıyı gösteremedikleri ortaya çıkmıştır. Grafik oluşturma konusundaki eksiklikler grafiğin yapısal bileşenleri (grafik veya eksen isimlendirilmesi vs.) ve yanlış grafik seçimi gibi durumlardan kaynaklanmıştır. Katılımcıların görsel matematik okuryazarlığı algılarının yüksek olduğu bulunmuştur. . Ayrıca matematik öğretmeni adaylarının grafik becerileri ile görsel matematik okuryazarlık algıları arasında anlamlı bir ilişkinin bulunmadığı da araştırmanın sonuçları arasındadır.

Anahtar Kelimeler

• görsel matematik okuryazarlığı algısı
• grafik becerileri
• matematik öğretmen adayı
• visual mathematic literacy perception
• graphic skills
• prospective mathematics teachers

The relationship between visual mathematic literacy perception levels and graphic skills of prospective middle mathematics teachers

Öz

This study, it was investigated prospective middle school mathematics teachers’ s' graphic skills and whether there is a significant relationship between these skills and their visual mathematical literacy perceptions. In the study, the relational scanning method was used, and the simple descriptive method was used to reveal the graphic skills and visual mathematics literacy perceptions of the pre-service teachers, and the correlational survey model was used to reveal the relationship between graphic skills and visual mathematics literacy perception. The participants of the study consist of 108 fourth grade volunteer middle school prospective teachers at three different universities in Turkey. In the selection of prospective teachers, attention was paid to the fact that they had taken the "Probability and Statistics Teaching" course. "Visual Mathematics Literacy Scale" developed by İlhan (2015) and "Graphic Skills Test" developed by researchers were used to collect data. Graphic skills were evaluated in four categories as reading, interpreting, creating and evaluating graphics. Findings were presented descriptively and relationally, and quotations from prospective teachers’ responses were also included. According to the results of the research, it was revealed that the most successful graphic skill of the prospective teachers was reading graphics, while the participants could not show the same success in creating and evaluating graphics. The deficiencies in creating graph were caused by structural components (graph naming or axis naming etc.) and procedural issues such as incorrect graphic selection. It was revealed that the visual mathematical literacy perceptions of the participants were at high. In addition, it was found that there is no significant relationship between the prospective mathematics teachers' graphic skills and their visual mathematical literacy perceptions

Anahtar Kelimeler

• visual mathematic literacy perception
• graphic skills
• prospective mathematics teachers

Kaynakça

1. Alacaci, C., Lewis, S., O'Brien, G. E., & Jiang, Z. (2011). Pre-service elementary teachers’ understandings of graphs. Eurasia Journal of Mathematics, Science y Technology Education, 7(1), 3-14. https://doi.org/10.12973/ejmste/75171
2. Altıntaş, E., & İlgün, Ş. (2021). The change of visual mathematics literacy perception levels of pre-service elementary school teachers of mathematics by gender and grade level. Ekev Akademi Dergisi, (88), 137-158. Retrieved from https://dergipark.org.tr/en/pub/sosekev/issue/71386/1147802
3. Angra, A., & Gardner, S. M. (2016). Development of a framework for graph choice and construction. Advances in Physiology Education Published, 40(1), 123-128. https://doi.org/10.1152/advan.00152.2015
4. Angra, A., & Gardner, S. M. (2017). Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology. CBE - Life Sciences Education, 16(3), 1-15. https://doi.org/10.1187/cbe.16-08-0245
5. Angra, A., & Gardner, S. M. (2018). The Graph Rubric: Development of a Teaching, Learning, and Research Tool. CBE - Life Sciences Education, 17(4), 1-18. https://doi.org/10.1187/cbe.18-01-0007
6. Aoyama, K. (2007). Investigating a hierarchy of students’ interpretations of graphs. International Electronic Journal of Mathematics Education, 2(3). Online: www.iejme.com/
7. Arteaga, P. (2011). Evaluación de conocimientos sobre gráficos estadísticos y conocimientos didácticos de futuros profesores [Doutoral Thesis, University of Granada]. https://www.ugr.es/~batanero/pages/ARTICULOS/arteaga.pdf
8. Arteaga, P., & Batanero, C. (2010). Evaluación de errores de futuros profesores en la construcción de gráficos estadísticos (Assessing preservice teachers errors in building statistical graphs). In M. Moreno, A. Estrada, J. Carrillo y T. Sierra (Eds.). XII Simposio de las Sociedad Española de Investigación en Educación Matemática (p. 211-221). Lleida: SEIEM.

9. Arteaga, P., Batanero, C., Contreras, J. M., & Cañadas, G. R. (2012). Understanding statistical graphs: a research survey. Boletín de Estadística e Investigación Operativa, 28(3), 261-277.
10. Arteaga, P., Batanero, C., Contreras, J. M., & Cañadas, G. R. (2015). Statistical graphs complexity and reading levels: a study with prospective teachers. Statistique et Enseignement, 6(1), 3-23. http://statistique-et-enseignement.fr/article/view/430/407
11. Aydın, A., & Tarakçı, F. (2018). Fen bilimleri öğretmen adaylarının grafik okuma, yorumlama ve çizme becerilerinin incelenmesi. İlköğretim Online, 17(1), 469-488. https://doi.org/10.17051/ilkonline.2018.413806
12. Baran, T., Topan, B., Bozkuş, F., & Gündüz, N. (2013). 8 sınıf öğrencilerinin görsel matematik okuryazarlık düzeyleri ile grafik okuma ve yorumlama becerileri arasındaki ilişki," I. Türk Bilgisayar ve Matematik Eğitimi Sempozyumu. Trabzon, Turkey.
13. Aygüner, E. (2016). A comparison of eight grade students’ self-efficacy perception of visual mathematics literacy and their actual performance. Unpublished master’s thesis, Eskişehir Osmangazi University Institute of Educational Sciences, Eskişehir.
14. Batanero, C., Arteaga, P., & Ruiz, B. (2010). Statistical graphs produced by prospective teachers in comparing two distributions. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education. Lyon: ERME. Online: www.inrp.fr/editions/editions-electroniques/cerme6/
15. Bayazıt, İ. (2011). Öğretmen adaylarının grafikler konusundaki bilgi düzeyleri. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(4),1325 -1346.
16. Bekdemir, M., & Duran, M. (2012). İlköğretim öğrencileri için görsel matematik okuryazarlığı öz yeterlik algı ölçeği (GMOYÖYAÖ)'nin geliştirilmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 31(1), 89-115.
17. Boote, S. K. (2014). Assessing and understanding line graph interpretations using a scoring rubric of organized cited factors. Journal of Science Teacher Education, 25(3), 333–354. https://doi.org/10.1007/s10972-012-9318-8
18. Bruno, A., & Espinel, M. C. (2009). Construction and evaluation of histograms in teacher training. International Journal of Mathematical Education in Science and Technology, 40(4), 473–493. https://doi.org/10.1080/00207390902759584
19. Burgess, T. (2002). Investigating the “data sense” of preservice teachers. In B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics. Cape Town, South Africa: International Statistical Institute and International Association for Statistics Education. Online: www.stat.auckland.ac.nz/~iase/publications
20. Bursal, M., & Yetiş, S. (2020). Middle school students’ graph skills and affective states about graphs. International Journal of Research in Education and Science (IJRES), 6(4), 692-704.
21. Capraro, M. M., Kulm, G., & Capraro, R. M. (2005). Middle grades: Misconceptions in statistical thinking. School Science and Mathematics, 105(4), 165–174.
22. Carrión, J. C., & Espinel, M. C. (2005). Aptitudes and difficulties of 10 to 12 years old students when translating information between different types of statistical representations. Proceedings of the 55th Session of the International Statistical Institute. Sydney. Australia. Online: www.stat.auckland.ac.nz/~iase/publications.
23. Carrión, J. C., & Espinel, M. C. (2006). An investigation about translation and interpretation of statistical graphs and tables by students of primary education. In A. Rossman & B. Chance (Eds.), Proceedings of the Seventh International Conference on Teaching Statistics. Salvador, Bahia, Brazil: International Statistical Institute and International Association for Statistical Education. Online: www.stat.auckland.ac.nz/~iase/publications
24. Cazorla, I. (2002). A relação entre a habilidade viso-pictórica e o domínio de conceitos estatísticos na leitura de gráficos [Doctoral thesis, Universidade Estadual de Campinas]. Repositório Unicamp. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250925
25. Cleveland, W. S. (1987). Research in statistical graphics. Journal of the American Statistical Association, 82 (398), 419-423.
26. Cleveland, W. S. & McGill, R. (1984). Graphical perception: theory, experimentation and application to the development of graphical methods. Journal of the American Statistical Association, 79(387), 531-554.
27. Curcio, F. R., & Artzt, A. F. (1996). Implementing the Assessment Standards for School Mathematics: Assessing Students' Ability to Analyze Data: Reaching beyond Computation. The mathematics teacher, 89(8), 668-673.
28. Çalık Uzun, S., & Çelik, S. (2017). Analysis of preservice elementary teachers visual mathematics literacy: A qualitative perspective. Studies in Educational Research and Development, 2017, 1(1), 132-156.
29. Çelik, D., & Sağlam-Arslan, A. (2012). The analysis of teacher candidates’ translating skills in multiple representations. Elementary Education Online, 11(1), 239-250.
30. Duran, M. (2011). İlköğretim 7.sınıf öğrencilerinin görsel matematik okuryazarlığı özyeterlik algıları ile görsel matematik başarıları arasındaki ilişki. (Yayımlanmamış yüksek lisans tezi). Erzincan: Erzincan Üniversitesi Fen Bilimleri Enstitüsü.
31. Dündar, S., & Yaman, H. (2015). Sınıf öğretmeni adaylarının matematiksel muhakeme becerilerine göre tablo ve grafikleri yorumlama başarılarının incelenmesi. Kastamonu Eğitim Dergisi, 23(4), 1695-1710.
32. Espinel, M. C., Bruno, A., & Plasencia, I. (2008). Statistical graphs in the training of teachers. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (2008).
33. Ev-Çimen, E., & Aygüner, E. (2018). Sekizinci sınıf öğrencilerinin görsel matematik okuryazarlığı öz yeterlik algıları ile gerçek performanslarının incelenmesi. Ilkogretim Online, 17(2), 675-696.
34. Friendly, M. (2009). Milestones in the history of thematic cartography, statistical graphics, and data visualization [Online]. Available: https://www.bhattadevuniversity.ac.in/docs/studyMaterial/Jyotismoy_Bora_Geography/Dr.%20Jyotishmoy%20Bora_Geography_UG%20II%20Sem%20(HC)_Milestones%20in%20the%20History%20of%20Thematic%20Cartography.pdf
35. Friel, S. N., Curcio, F. R., & Bright, G. W. (2001). Making sense of graphs: Critical factors influencing comprehension and instructional implications. Journal for Research in Mathematics Education, 32(2), 124–158.
36. Glazer, N. (2011). Challenges with graph interpretation: A review of the literature. Studies in Science Education, 47(2), 183–210. https://doi.org/10.1080/03057267.2011.605307
37. González, M. T., & Pinto, J. (2008). Conceptions of four preservice teachers on graphical representation. In C. Batanero, G. Burrill, C. Reading, & A. Rossman (2008).
38. González, T., Espinel, C., & Ainley, J. (2011). Teachers’ graphical competence. In C. Batanero, G. Burrill & C. Reading (Eds.). Teaching Statistics in School Mathematics. Challenges for Teaching and Teacher Education: A Joint ICMI and IASE Study. Springer.
39. Güler, H. K., & Didiş Kabar, M. G. (2021). Ortaokul öğrencilerinin istatistiksel grafikleri okuma ve yorumlama düzeylerinin incelenmesi. Cumhuriyet International Journal of Education, 10(1), 23-52. http://dx.doi.org/10.30703/cije.677238
40. Güven, B., Özmen, Z.M., & Öztürk, T. (2012). Gerçek Yaşam Durumları İle İlgili Veri Temsil Süreçlerinin İncelenmesi. X. Fen Bilimleri ve Matematik Eğitimi Kongresi, Niğde.
41. Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). Educational media and technologies for learning. Columbus, OH: Merrill/ Prentice Hall.
42. İlhan, A. (2015). İlköğretim matematik öğretmen adaylarına yönelik görsel matematik okuryazarlığı ölçeğinin geliştirilmesi ve görsel matematik okuryazarlığı ile geometri başarıları arasındaki ilişkinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Elazığ: Fırat Üniversitesi Eğitim Bilimleri Enstitüsü.
43. Jacobbe, T., & Horton, R. M. (2010). Elementary school teachers’ comprehension of data displays. Statistics Education Research Journal, 9(1), 27–45. https://doi.org/10.52041/serj.v9i1.386
44. Katranci, Y., & Şengül, S. (2019). The Relationship between mathematical literacy and visual math literacy self-efficacy perceptions of middle school. Pegem Journal of Education and Instruction, 9(4), 1113-1138.
45. Kaput, J. J. (1995). Creating cybernetic and psychological ramps from the concrete to the abstract: Examples from multiplicative structures. In D. N. Perkins, J. L. Schwartz, M. M. West, & M. S. Wiske (Eds.), Software Goes to School: Teaching for Understanding with New Technologies (ss. 130-154). New York: Oxford University Press.
46. Karasar, N. (2007). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler. Nobel Yayın Dağıtım.
47. Kimura, S. (1999). Toukeizyouhoukyouikuno Karikyuramuto 5-dankaino Toukeitekitankyu Purosesu [Curriculum of statistics education and five phases of statistical inquiry process] (in Japanese). In Zentouken (Ed.), Toukeizyouhoukyouikuno Rironto Zyugyouzissenno Tenkai. Tsukuba Syuppankai (pp. 33-46).
48. Koleza, E., & Kontogianni, A. (2012). Statistics in Primary Education in Greece: How Ready Are Primary Teachers?. 12th International Congress on Mathematical Education Topic Study Group 12, 8 July – 15 July, 2012, COEX, Seoul, Korea.
49. Koparan, T., & Güven, B. (2013). A study on the differentiation levels of middle school students’ statistical thinking. Elementary Education Online, 12(1), 158-178.
50. Ludewig (2018). Understanding graphs: Modeling processes, prerequisites and influencing factors of graphicacy. Doctoral Dissertation, Tübingen University, Tübingen.
51. Martins, M. M. P., Carvalho, C., & Monteiro, C. E. F. (2021). The analysis of statistical graphs constructed by primary school teachers. Acta Scientiae. Revista de Ensino de Ciências e Matemática, 23(6), 28-57.
52. MEB (2018). Elementary science course instructional program (Grades 3, 4, 5, 6, 7 and 8). Ankara: Ministry of Turkish National Education.
53. McClain, K. (1999). Reflecting on students' understanding of data. Mathematics Teaching in the Middle School, 4(6), 374-380.
54. Monteiro, C., & Ainley, J. (2006). Student teachers interpreting media graphs. In A. Rossman & B. Chance (Eds.), Proceedings of the Seventh International Conference on Teaching Statistics, Salvador, Brazil: International Statistical Institute and International Association for Statistical Education. Online: http://www.stat.auckland.ac.nz/~iase.
55. Monteiro, C., & Ainley, J. (2007). Investigating the interpretation of media graphs among student teachers. International Electronic Journal of Mathematics Education, 2(3), p. 188-207.
56. Olkun, S., Altun, A., & Deryakulu, D. (2009). Development and evaluation of a case‐based digital learning tool about children's mathematical thinking for elementary school teachers (L‐TEST). European Journal of Teacher Education, 32(2), 151-165.
57. Özgün-Koca, S. A. (2001). The Graphing Skills of Students in Mathematics and Science Education. : ERIC Clearinghouse for Science Mathematics and Environmental Education Columbus OH..
58. Özmen, Z. M., Güven, B., & Kurak, Y. (2020). Determining the graphical literacy levels of 8th grade students. Eurasian Journal of Educational Research, 86, 269-292.
59. Patahuddin, S. M., & Lowrie, T. (2019). Examining teachers’ knowledge of line graph task: A case of travel task. International Journal of Science and Mathematics Education, 17(4), 781-800.
60. Preece, J., & Janvier, C. (1992). A study of the interpretation of trends in multiple curve graphs of ecological situations. School Science and Mathematics, 92, 299-299.
61. Postigo, Y., & Pozo, J. I. (2004). On the road to graphicacy: The learning of graphical representation systems. Educational Psychology, 24(5), 623-644.
62. Şahin, S. (2019). Ortaokul öğrencilerinin Grafik okuryazarlık Becerileri Ve karşılaştıkları Zorluklar: Daire grafiği örneği (Doctoral dissertation, Anadolu University (Turkey)).
63. Tutkun, Ö. E., Gür-Erdoğan, D. G., & Öztürk, B. (2014). Levels of visual mathematics literacy self-efficacy perception of the secondary school students. Middle Eastern & African Journal of Educational Research, 8, 19-27.
64. Yeh, H. T. (2008). Visual Literacy: An investigation of how pre-service teachers interpret and analyze instructional visual materials. Unpublished doctorate dissertation, University of Northern Colorado, USA.
65. Yeh, H. T. (2010). Towards evidence of visual literacy: Assessing pre-service teachers’ perceptions of instructional visuals. Journal of Visual Literacy, 29(2), 183-197.
66. Watson, J. M. (2006). Statistical literacy at school: growth and goals. Mahwah, NJ: Lawrence Erlbaum Associates.
67. Wileman, R. E. (1993). Visual Communicating. Englewood Cliffs, N.J.: Educational Technology Publications.
68. Wu, Y. (2004, July). Singapore secondary school students´understanding of statistical graphs. Trabajo presentado en el 10th International Congress on Mathematics Education. Copenhagen, Denmark.