İlköğretim matematik öğretmen adaylarının geometrik muhakemelerinin algısal süreçlerinin incelenmesi
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Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Kırıkkale Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı ilköğretim matematik öğretmeni adaylarının geometrik muhakeme süreçlerini ve geometrik muhakemenin algısal süreçlerini incelemektir. Araştırma 2022-2023 eğitim yılında Orta Anadolu'da bir devlet üniversitesinde birinci ve dördüncü sınıfta öğrenim gören toplamda 62 gönüllü ilköğretim matematik öğretmen adayı ile yapılmıştır. Verilerin toplanması, analizi ve yorumlanmasında nitel araştırma yöntemleri arasında yer alan durum çalışması yöntemi tercih edilmiştir. Araştırmanın verileri, Duval'in bilişsel modelinin ilkelerinden hareketle dokuz sorudan oluşan "Geometrik Muhakeme Süreçleri ve Geometrik Muhakemenin Algısal Süreçleri Soru Seti" ve "yarı yapılandırılmış görüşmeler" ile elde edilmiştir. Yarı yapılandırılmış görüşmeler 9 gönüllü öğretmen adayı ile yapılmıştır. Araştırma kapsamında elde edilen veriler, hem frekans analiz hem de betimsel analiz yaklaşımı ile analiz edilmiştir. Elde edilen bulgular sonucunda görsel algı ve sözel algı sorularında verilen yanıtlar doğrultusunda öğretmen adaylarının çoğunluğunun geometrik şekli doğru isimlendirip, sözel algı muhakeme sürecine sahip olduğu görülmüştür. Sıralı algı sorularında öğretmen adaylarının çoğunluğu geometrik şekli araç kullanmadan şeklin kuruluşunu tarif ederek çizmişler ve bu sonuç onların sıralı algıyı kullandıklarını göstermektedir. Son olarak işlevsel algı sorularında öğretmen adaylarının çoğunluğu geometrik şekli alt parçacıklara ayırarak işlevsel algıyı kullandıkları tespit edilmiştir. Diğer taraftan, soru setindeki tüm sorulara her iki sınıf seviyesinde öğrenim gören öğretmen adaylarının çoğunluğunun matematiksel kavramlar kullanarak tasvir ettikleri için teorik muhakeme becerisine sahip olduğu sonucuna ulaşılmıştır.
The aim of this study is to examine the geometric reasoning processes of prospective elementary mathematics teachers and the figure apprehension processes. The research was conducted with a total of 62 volunteer prospective elementary mathematics teachers who were continuing their education as a 1st and 4th grader at a state university in Central Anatolia in the 2022-2023 academic year. The case study method, which is among qualitative research, was preferred to collect, analyz and interpret data. The data of the research were obtained through "Geometric Reasoning Processes and Figure Apprehension Processes of Geometric Reasoning Question Set" consisting of nine questions based on the principles of Duval's cognitive model. Alsosemi-structured interviews were conducted with 9 volunteer prospective teachers. The data obtained within the scope of the research was analyzed with both frequency analysis and descriptive analysis approaches. As a result of the findings, it was seen that the majority of prospective teachers named the geometric shape correctly and had a discursive apprehension reasoning process, in line with the answers given to the perceptual apprehension and discursive apprehension questions. In the sequential perception questions, the majority of prospective teachers drew the geometric shape by describing the construction of the shape without using tools, which shows that they used sequential perception. Finally, it was determined that in operative perception questions, the majority of prospective teachers used operative perception by dividing the geometric shape into sub-particles. On the other hand, it was concluded that the majority of prospective teachers studying at both grade levels had theoretical discursive process because they described all questions in the question set using mathematical concepts.
The aim of this study is to examine the geometric reasoning processes of prospective elementary mathematics teachers and the figure apprehension processes. The research was conducted with a total of 62 volunteer prospective elementary mathematics teachers who were continuing their education as a 1st and 4th grader at a state university in Central Anatolia in the 2022-2023 academic year. The case study method, which is among qualitative research, was preferred to collect, analyz and interpret data. The data of the research were obtained through "Geometric Reasoning Processes and Figure Apprehension Processes of Geometric Reasoning Question Set" consisting of nine questions based on the principles of Duval's cognitive model. Alsosemi-structured interviews were conducted with 9 volunteer prospective teachers. The data obtained within the scope of the research was analyzed with both frequency analysis and descriptive analysis approaches. As a result of the findings, it was seen that the majority of prospective teachers named the geometric shape correctly and had a discursive apprehension reasoning process, in line with the answers given to the perceptual apprehension and discursive apprehension questions. In the sequential perception questions, the majority of prospective teachers drew the geometric shape by describing the construction of the shape without using tools, which shows that they used sequential perception. Finally, it was determined that in operative perception questions, the majority of prospective teachers used operative perception by dividing the geometric shape into sub-particles. On the other hand, it was concluded that the majority of prospective teachers studying at both grade levels had theoretical discursive process because they described all questions in the question set using mathematical concepts.
Açıklama
Fen Bilimleri Enstitüsü, İlköğretim Matematik Öğretmenliği Ana Bilim Dalı
Anahtar Kelimeler
Matematik, Mathematics
