Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları

Emine Gaye Çontay

doi:10.9779/pauefd.1359924

EN TR

Preservice Mathematics Teachers’ Understanding of Proof Through Deductive Reasoning

Öz

The aim of the study is to investigate preservice mathematics teachers' skills in proving through deductive reasoning, their knowledge of proof methods, and their ability to use proof methods in the context of their "understanding of proof" by associating them with proof schemes. The study was conducted with 44 preservice teachers studying in their final year at a state university. Two different assessment instruments were developed and applied. The findings of the study revealed that the majority of preservice teachers had weak proof skills that they structured the proof by giving values to the and that they frequently acted with experimental proof scheme indicators. When preservice teachers were evaluated in terms of their knowledge of proof methods, they had the knowledge about the method of counterexample. The only proof question in which preservice teachers acted with indicators related to the analytical transformational proof scheme was that could be solved by using the method of “proof cases.” It was identified that none of the preservice teachers who structured their proofs with analytical proof scheme indicators knew the proof method they used. Consequently, the proof understanding of the preservice mathematics teachers who participated in this study was found insufficient.

Anahtar Kelimeler

Preservice mathematics teachers, Proof ability, Proof education, Proof scheme, Knowledge of the proof method

Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları

Öz

Bu çalışmanın amacı matematik öğretmeni adaylarının tümdengelimsel akıl yürütme yoluyla ispat yapma becerilerini, ispat yöntemlerine ilişkin bilgilerini ve ispat yöntemlerini kullanma becerilerini ispat şemalarıyla ilişkilendirerek “ispat anlayışları” bağlamında ortaya koymaktır. Çalışma bir devlet üniversitesinde son sınıfta öğrenim gören 44 öğretmen adayı ile gerçekleştirilmiştir. Çalışmada öğretmen adaylarının ispat anlayışlarını ortaya koyması amacıyla iki farklı ölçme aracı geliştirilmiş ve uygulanmıştır. Çalışmanın bulguları öğretmen adaylarının büyük bölümünün ispat becerilerinin zayıf olduğunu, ispat yaparken kullandıkları yöntemlerden habersiz biçimde önermede yer alan değişkene değerler vererek ispatı yapılandırdıklarını, çoğunlukla deneysel ispat şeması göstergeleri ile hareket ettiklerini ortaya koymuştur. Öğretmen adayları ispat yöntemlerine ilişkin bilgileri açısından değerlendirildiklerinde, en çok aksine örnek verme ile ispat yöntemine ilişkin bilgiye sahip oldukları görülmüştür. Öğretmen adaylarının analitik dönüşümsel ispat şemasına ilişkin göstergelerle hareket ettikleri tek ispat sorusu ise durumlarla ispat yöntemi ile çözülebilecek ispat sorusudur. Analitik ispat şeması göstergeleriyle ispatlarını yapılandıran öğretmen adaylarından hiçbirinin, kullandıkları ispat yöntemini bilmedikleri belirlenmiştir. Dolayısıyla bu çalışmaya katılan matematik öğretmeni adaylarının ispat anlayışları yetersiz bulunmuştur.

Anahtar Kelimeler

matematik öğretmeni adayı, ispat becerisi, ispat öğretimi, ispat şeması, ispat yöntem bilgisi

Destekleyen Kurum

Pamukkale Üniversitesi BAP Birimi

Proje Numarası

2019BSP017

Etik Beyan

Bu araştırma, Pamukkale Üniversitesi Sosyal ve Beşeri Bilimleri Araştırma ve Yayın Etiği Kurulunun 0909//2020 tarihli 68282350/2018/G07 sayılı kararı ile alınan izinle yürütülmüştür.

Kaynakça

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Ayrıntılar

Birincil Dil

Türkçe

Konular

Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi, Sosyal ve Beşeri Bilimler Eğitimi (Ekonomi, İşletme ve Yönetim Hariç), Alan Eğitimleri (Diğer)

Bölüm

Araştırma Makalesi

Yazarlar

Emine Gaye Çontay ^*
0000-0002-6446-9217
Türkiye

Erken Görünüm Tarihi

9 Eylül 2024

Yayımlanma Tarihi

23 Eylül 2024

Gönderilme Tarihi

13 Eylül 2023

Kabul Tarihi

2 Nisan 2024

Yayımlandığı Sayı

Yıl 2024 Sayı: 62

DOI

https://doi.org/10.9779/pauefd.1359924

IZ

https://izlik.org/JA39EP39GD

APA

Çontay, E. G. (2024). Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 62, 362-404. https://doi.org/10.9779/pauefd.1359924

AMA

1.Çontay EG. Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları. PAÜEFD. 2024;(62):362-404. doi:10.9779/pauefd.1359924

Chicago

Çontay, Emine Gaye. 2024. “Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, sy 62: 362-404. https://doi.org/10.9779/pauefd.1359924.

EndNote

Çontay EG (01 Eylül 2024) Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi 62 362–404.

IEEE

[1]E. G. Çontay, “Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları”, PAÜEFD, sy 62, ss. 362–404, Eyl. 2024, doi: 10.9779/pauefd.1359924.

ISNAD

Çontay, Emine Gaye. “Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi. 62 (01 Eylül 2024): 362-404. https://doi.org/10.9779/pauefd.1359924.

JAMA

1.Çontay EG. Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları. PAÜEFD. 2024;:362–404.

MLA

Çontay, Emine Gaye. “Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları”. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, sy 62, Eylül 2024, ss. 362-04, doi:10.9779/pauefd.1359924.

Vancouver

1.Emine Gaye Çontay. Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları. PAÜEFD. 01 Eylül 2024;(62):362-404. doi:10.9779/pauefd.1359924

27767 https://creativecommons.org/licenses/by-nc-nd/4.0/

Preservice Mathematics Teachers’ Understanding of Proof Through Deductive Reasoning

Öz

Anahtar Kelimeler

Matematik Öğretmeni Adaylarının Tümdengelimsel Akıl Yürütme Yoluyla İspat Anlayışları

Öz

Anahtar Kelimeler

Destekleyen Kurum

Proje Numarası

Etik Beyan

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Erken Görünüm Tarihi

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster