Bilgisayar Destekli Soyut Cebir Öğretiminin Başarıya ve Matematiğe Karşı Tutuma Etkisi: ISETL Örneği

Öz

Araştırma, bilgisayar destekli soyut cebir öğretiminin, ilköğretim matematik öğretmeni adaylarının akademik başarılarına ve matematiğe karşı tutumları üzerine etkisini belirlemeyi amaçlamaktadır. Çalışmanın örneklemini, bir devlet üniversitesinin eğitim fakültesi ilköğretim matematik öğretmenliği lisans programında öğrenim gören toplam 30 öğrenci oluşturmaktadır. Eşit olmayan kontrol gruplu ön test-son test deneysel desenin benimsendiği çalışmada kontrol grubunda geleneksel öğretim yöntemi, deney grubunda ise APOS teorisine dayalı olarak geliştirilen ACE (activities, class discussion, exercices) öğretim döngüsü kullanılmıştır. Bu çerçevede deney grubunda ACE döngüsünün ilk adımı olan bilgisayar aktivitelerinde ISETL programlama dili kullanılmıştır. Araştırmanın verileri akademik başarı testi, matematik tutum ölçeği ve görüşmeler yoluyla elde edilmiştir. Elde edilen sonuçlar, deney ve kontrol grubunun başarı ve tutum puanları arasında deney grubu lehine anlamlı farklar olduğunu göstermiştir. Görüşmelerden elde edilen bulgular; deney grubu öğrencilerinin normal alt grup ve bölüm grubu kavramlarına ilişkin anlamalarının, kontrol grubu öğrencilerine göre daha ileri düzeyde olduğunu göstermiştir.

Anahtar Kelimeler

• Başarı,tutum,bilgisayar destekli matematik,APOS teorisi,ACE döngüsü

The Impact of Computer-Assisted Abstract Algebra Instruction on Achievement and Attitudes Toward Mathematics: The Case of ISETL

Abstract

The research aims to test whether a computer-assisted abstract algebra instruction has significant influence on students’ achievement levels and their attitudes toward the mathematics. The sample of the study consists of a total of 30 students studying in the elementary mathematics teacher training program of the faculty of education of a state university in Turkey. The methodology of this study is nonequivalent pretest-posttest control group experimental design. The traditional teaching method was used in the control group and the ACE (activities, class discussion, exercises) teaching cycle based on the APOS theoretical framework was used in the experimental group. In this framework, ISETL programming language was used in the computer activities which was the first step of ACE cycle in the experimental group. The data were collected through academic achievement test, math attitude scale and interviews. The results showed that the use of ISETL programming language in abstract algebra teaching increased academic achievement and attitudes towards mathematics course. Findings from interviews showed that the experimental group students' understanding of the concepts of normal subgroup and quotient group was more advanced than the control group students.

Keywords

• Achievement,attitudes,computer-assisted mathematics,APOS theory,ACE cycle

Kaynakça

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