MATHEMATICAL CONNECTION SKILL IN THE CONTEXT OF PROBLEM SOLVING: THE CASE OF PRE-SERVICE TEACHERS

Yıl 2013, Cilt: 8 Sayı: 3, 323 - 345, 01.04.2013

Kemal Özgen

Öz

The purpose of this study is to identify pre-service mathematics teachers` mathematical connection skills and examine its relation with problem solving skill. In order to determine 28 pre-service mathematics teachers` mathematical connection skills, case study method was used. For determining connection skills, problem solving process were examined by written documents. Pre-service teachers are asked to three non routine mathematical problems. Rubric was used to examine the connection and problem solving skills. Descriptive statistical analysis, correlation and regression analyzes were used in obtained data. It is determinded that the pre-service teachers` connection level is low. In terms of connections type the skills of connections among mathematics is not desired level. Furthermore, pre-service connection skills between other disciplines and in real world is found at very low level. It is found that pre-service teachers connections skills are not adequate level and were limitations in many ways in the context of problem solving.

Anahtar Kelimeler

Connection, Problem Solving, Pre-service teachers, Non-Routine Problem, Real World,

PROBLEM ÇÖZME BAĞLAMINDA MATEMATİKSEL İLİŞKİLENDİRME BECERİSİ: ÖĞRETMEN ADAYLARI ÖRNEĞİ

Öz

Bu araştırmanın amacı, matematik öğretmen adaylarının matematiksel ilişkilendirme becerilerini belirlemek ve problem çözme becerisi ile olan ilişkilerini incelemektir. 28 matematik öğretmen adayının ilişkilendirme becerilerini belirlemek amacıyla özel durum çalışması yöntemi kullanılmıştır. İlişkilendirme becerisinin belirlenmesinde, problem çözme süreci yazılı dokümanlarla incelenmiştir. Öğretmen adaylarına üç rutin olmayan matematiksel problem yöneltilmiştir. İlişkilendirme ve problem çözme becerilerini incelemek amacıyla rubrik kullanılmıştır. Elde edilen verilerin analizinde, betimsel istatistiksel analizler, korelasyon ve regresyon analizinden yararlanılmıştır. Öğretmen adaylarının ilişkilendirme becerilerinin düşük düzeyde olduğu belirlenmiştir. Kullanılan ilişkilendirme türü açısından ise matematiği kendi içinde ilişkilendirmenin istenen düzeyde olmadığı, farklı disiplinler ve günlük yaşamla ilişkilendirmenin ise çok düşük düzeylerde kaldığı görülmüştür. Öğretmen adaylarının ilişkilendirme becerilerini yeterli düzeyde olmadığı ve problem çözme becerileri kapsamında birçok yönden sınırlılıklarının olduğu belirlenmiştir.

Anahtar Kelimeler

İlişkilendirme, Problem Çözme, Öğretmen Adayları, Rutin Olmayan Problem, Günlük Yaşam,

Kaynakça

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