Matematiksel İlişkilendirme Becerisinin Kuramsal Boyutta İncelenmesi: Türev Kavramı Örneği

Yıl 2018, Cilt: 9 Sayı: 2, 211 - 248, 29.08.2018

Hayal Yavuz Mumcu

https://doi.org/10.16949/turkbilmat.379891

Öz

Bu çalışmanın amacı
öğretmen adaylarının matematiksel ilişkilendirme becerilerinin türev kavramı
bağlamında ele alınarak yorumlanmasıdır. Bu kapsamda öncelikle matematiksel
ilişkilendirme becerisi kuramsal olarak analiz edilerek bu becerinin
değerlendirilmesinde kullanılabilecek bir kuramsal yapı oluşturulmaya
çalışılmıştır. Daha sonra ise bir devlet üniversitesinin eğitim fakültesi son
sınıf öğrencilerinden seçilen ve 51 kişiden oluşan matematik öğretmen
adaylarına araştırmacı tarafından geliştirilmiş olan İlişkilendirme Beceri
Testi (İBT) uygulanmıştır. İlişkilendirme Beceri Testi’nin temel bileşenleri
farklı gösterimler arası ilişkilendirme, kavramlar arası ilişkilendirme, gerçek
yaşamla ilişkilendirme ve farklı disiplinlerle İlişkilendirme olarak ifade
edilebilir.  Çalışma sonucunda öğretmen
adaylarının genel olarak türev kavramına yönelik ders kitaplarında yer alan
ezberi bir takım bilgilere sahip oldukları fakat bu bilgileri birbiri ile
ilişkili olarak anlamlandırmakta ve kullanmakta güçlük çektikleri
gözlenmiştir.  Matematiğin daha anlamlı
ve ilişkisel olarak öğrenilmesi anlamında, matematik eğitimcilerinin
sınıflarında, kavramsal anlamaya odaklanmaları ve kavramların anlamlı
öğrenilmesini ve gerçek yaşamla ilişkilendirilebilmesini sağlayacak etkinlik ve
uygulamalara yer vermeleri önerilmiştir.

Anahtar Kelimeler

Matematiksel ilişkilendirme becerisi, öğretmen adayları

A Theoretical Examination of the Mathematical Connection Skill: The Case of the Concept of Derivative

Öz

The aim of this study is
to explore and interpret the mathematical connection skills of pre-service
teachers within the context of the concept of derivative. In this regard,
firstly the mathematical connection skill was analyzed theoretically, and an
attempt was made to establish a theoretical structure that can be used in the
evaluation of this skill. Then the Connection Skill Test (CST), developed by
the researcher, was applied to the students in the study group composed of 51
people selected from among senior students of the Faculty of Education of a
state university in Turkey. Four basic components of the test are as follows:
connection between different representations, connection between concepts,
connection with real life, and connection with different disciplines. The
findings of the study indicate that most of the pre-service teachers have some
rote-learning based pieces of knowledge from textbooks with regards to the
concept of derivative, but they cannot, to a large extent, understand and use
them in connection with each other. For a more meaningful and relational
understanding of mathematics, it is suggested for mathematics educators to
focus on conceptual understanding and include activities and practices that
will enable concepts to be learned meaningfully and in connection with real
life in their classes.

Anahtar Kelimeler

Mathematical connection skill, teacher candidates

Kaynakça

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