Lise Matematik Öğretmenlerinin Türevin Tanımına ve Türev-Süreklilik İlişkisine Yönelik Pedagojik Alan Bilgileri

Duran, Murat; Kaplan, Abdullah

doi:10.17556/jef.68600

Cited by 8 publications

(8 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Teachers have similar difficulties as students regarding the concept of derivative. However, compared to the number of studies conducted with secondary or undergraduate level students, there are relatively few studies focusing on describing or supporting mathematics teachers' knowledge of derivative and rate of change (e.g., Akkoç et al, 2008;Kertil, 2014, Byerley & Thompson, 2017Duran & Kaplan, 2016;Gökçek & Açıkyıldız, 2016;Rodríguez-Nieto et al, 2021;Yoon et al, 2015). Akkoç et al (2008) investigated the developments in one prospective teachers' content knowledge during a technology-enriched workshop and they reported an enrichment in her conception of a derivative as an instantaneous rate of change in a real-life context.…”

Section: Review Of Literaturementioning

confidence: 99%

Promoting Prospective Mathematics Teachers' Understanding of Derivative across Different Real-life Contexts

Kertil

Dede

2022

IJMTL

View full text Add to dashboard Cite

This study investigates prospective secondary school mathematics teachers' developing conceptions about the meaning of derivative (as rate of change) while working on a series of tasks involving different non-motion real-life contexts. The study was conducted by employing a case study method. The participants of the study were 25 prospective secondary school mathematics teachers enrolled in the mathematics teaching methods course. A series of contextual tasks involving different real-life situations about derivative was designed and implemented in the form of problem-based learning as a regular part of the course. Pre and post questionnaires, written group solutions to the tasks, individual reflection papers, and video-recorded online classroom discussions were the data sources. A constant comparative analysis method was employed in analysing the data. The results showed that prospective teachers have difficulties in interpreting the meaning of derivative in different real-life contexts. While they were frequently using â€œamount of changeâ€ and â€œslopeâ€ interpretations, they started to use â€œrate of changeâ€ interpretation. However, the classroom discussions showed that most of the prospective teachers were using the â€œrate of changeâ€ expression as a memorized term without engaging in its contextual meaning. We made some inferences about the teaching and learning of derivative and also the professional development needs for teachers.

show abstract

Section: Review Of Literaturementioning

confidence: 99%

Promoting Prospective Mathematics Teachers' Understanding of Derivative across Different Real-life Contexts

Kertil

Dede

2022

IJMTL

View full text Add to dashboard Cite

show abstract

“…Öğrencilerin çoğu tanımı, tanımdaki sezgisel anlama olan "farkların oranının limiti", "fonksiyondaki değişimin değişkendeki değişime oranının limiti" ve "bir fonksiyonun bağlı olduğu bir değişkendeki çok küçük değişim ile bu değişime bağlı olarak fonksiyondaki küçük değişimin birbirine oranlanması" fikirleri doğrultusunda yorumlamamıştır. Çalışmadan elde edilen bu sonuç analiz öğrencilerinin türevin tanımını bilmedikleri (Desfitri 2008'den Akt: Desfitri, 2016Duru, 2006), tanımı anlayamadıkları (Akkaya, 2009;Bingölbali, 2013;Duran, 2018;Habre & Abbloud, 2006) ve tanımın içeriklerini özümseyemedikleri (Açıkyıldız, 2013;Doruk, 2016;Duran, 2018;Duran & Kaplan, 2016) yönündeki çalışma sonuçlarını desteklemiştir. Orton (1983) bu çalışmada olduğu gibi, öğrencilerin türevi sezgisel olarak anlamakta güçlük yaşadıklarını belirtmiştir.…”

Section: Tartişma Ve Sonuçunclassified

“…In these studies, it was determined that the students were not able to understand the concept 'the limit of the difference quotient', the intuitive meaning underlying the formal definition of derivative in relation to algebraic representation (Hähkiöniemi, 2005retrieved from Bingölbali, 2013. It was also found that the students did not understand the definition of the derivative (Akkaya, 2009;Bingölbali, 2013;Duran, 2018;Habre & Abbloud, 2006;Zandieh, 1997) and did not explicitly addressed the relationship between derivative function and a point derivative in most cases (Park, 2011), and did not know the definition (Desfitri, 2008retrieved from Desfitri, 2016Duru, 2006), and also could not fully internalize the contents of the definitions (Açıkyıldız, 2013;Doruk, 2016;Duran, 2018;Duran & Kaplan, 2016). This shown that students did not fully internalize the roles of definitions in terms of mathematical knowledge (Viholainen, 2006).…”

Section: Introductionmentioning

confidence: 99%

Li̇sans Öğrenci̇leri̇ni̇n Türev Tanimiyla İlgi̇li̇ Yorumlari Ve Türeve Yükledi̇kleri̇ Anlamlar

Doruk¹,

Duran²,

Kaplan³

2018

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

Self Cite

View full text Add to dashboard Cite

ÖZETBu çalışmanın amacı ilköğretim matematik öğretmenliği bölümü öğrencilerinin türev tanımını yorumlama becerilerini ve türev kavramına yönelik yükledikleri anlamları ortaya çıkarmaktır. Nitel araştırma desenlerinden durum çalışmasına göre planlanan bu çalışma, 2014-2015 öğretim yılı bahar döneminin başında gerçekleştirilmiştir. Çalışmanın katılımcıları, Doğu Anadolu Bölgesi'ndeki bir devlet üniversitesinin ilköğretim matematik öğretmenliği bölümünde öğrenim gören ikinci (n=31) ve dördüncü (n=29) sınıf öğrencileridir (n=60). Çalışmanın veri toplama aracı, araştırmacılar tarafından geliştirilen Türev Anlayış Formudur (TAF). Çalışma sonucunda öğrencilerin türevin formel tanımını yorumlamakta güçlük yaşadıkları tespit edilmiştir. Bir noktada türevli fonksiyon kavramına yönelik çoğunlukla ilgili fonksiyonun o noktada tanımlı, limitli, sürekli olması ve fonksiyon kuralının türevinin işlemsel olarak alınabilmesi anlamlarını yükledikleri ortaya çıkmıştır.Anahtar Kelimeler: Türev, türev tanımı, matematik eğitimi INTERPREDATIONS RELATED TO THE DEFINITION OF DERIVATIVE AND ASCRIBED MEANINGS TO DERIVATIVE OF UNDERGRADUATE STUDENTS ABSTRACTThe purpose of this study was to reveal undergraduate students' interpretation skills related to the definition of derivative and ascribed meanings to derivative by the students. This study planned according to the case study of qualitative research designs was carried out at the beginning of spring semester of 2014-2015 academic terms. The participants of the study were second grade (n=31) and fourth grade (n=29) students studying in the department of primary mathematics teacher training in a state university in the province of Eastern Anatolia Region of Turkey (n=60). Data collection tool of the study was Derivative Understanding Form (DUF) developed by the researchers. Results of the study showed that the students had difficulty in interpreting the formal definition of derivative. It had been seen that ascribed meanings to differentiable function at a point by the students mostly defined as "the function was defined, limited, continuous at that point" and "operational differentiation of the function rule". Key Words:Derivative, the definition of derivative, mathematics education (Fırat Üniversitesi, 12-14 Mayıs 2016, Elazığ, Türkiye). ** Dr. Öğr. Üyesi, Hakkari Üniversitesi, Eğitim Fakültesi, mdoruk20@gmail.com *** Dr., Matematik Öğretmeni, MEB, Amasya Plevne Ortaokulu, denizyildizi2805@hotmail.com **** Prof. Dr., Atatürk Üniversitesi, Kazım Karabekir Eğitim Fakültesi, akaplan@atauni.edu.tr Muhammet DORUK, Murat DURAN, Abdullah KAPLAN 835 * Bu çalışmanın bir bölümü Uluslararası Matematik ve Matematik Eğitimi Konferansında sözlü bildiri olarak sunulmuştur 1.GİRİŞMatematikteki temel öğrenme alanlarından biri olan analizin en büyük hedeflerinden birisi değişen nicelikleri ve olguları anlamak, bunları yorumlamak ve geleceğe yönelik tahminlerde bulunmaktır (Çetinkaya, Erbaş ve Alacacı, 2013). Değişim oranı ve hareket gibi kavramları anlamlandırmasının yanında bu kavramları sembollerle ...

show abstract

“…The examination of these studies indicated that the majority of the studies were in the field of student coaching and especially in the field of science (Alaca, 2014;Çakır, 2013;Erkoç, 2019;Etyemez Demirboğa, 2014;Gürel, 2017;Kalçık, 2018;Şimşek, 2016;Yalçıntaş, 2019;Yilgen, 2014). Document analysis studies often concentrate on foreign language teaching, Turkish education history, mathematics teaching, science teaching, and more on teaching programs, comparison of theses or research articles (Çavdar, 2019;Duran, 2018;Görler, 2017;Güngör, 2016;Karasolak, 2017;Özer, 2018;Yiğit, 2014;Yücel Ertem, 2018;Yüksel, 2019). This study can be said to have an original nature because it is the first study at the national level due to its topic and method.…”

Section: Discussionmentioning

confidence: 99%

Türkiye'de Kuantum Öğrenme Üzerine Yapılmış Lisansüstü Tezlerin İncelenmesi

ÇAĞLI,

SIVACI

2020

TAY Journal

View full text Add to dashboard Cite

This study aimed to investigate how the quantum learning model (QLM) was handled in graduate theses carried out in Turkey. In this context, the study was built on the document analysis of graduate theses which were registered at the Council of Higher Education and carried out on quantum learning in Turkey between 2006 and 2018. The theses were determined by doing a search on the database of the Higher Education Council National Thesis Center (YÖK) with the "quantum learning" keywords. While examining the theses, the research questions were determined by considering the basic sections in the theoretical framework that should be included in a thesis. In line with the research questions, the theses were examined in terms of demographic characteristics (type, year, university, institute, department, number of pages), topic, dependent-independent variables of the study, characteristics of the sample (sample size, sample level), type of the study, data collection tools, and the findings obtained. The findings were tabulated after they were coded. In the study, a total of 16 theses were found to have studied quantum learning, and thus, these theses formed the study group. Of the studies investigated using the document review method, 4 were doctoral theses and 12 were master's theses. On the other hand, the number of studies was observed to increase after 2014. It was noteworthy that these theses were conducted in 13 different universities in certain periods and mostly in primary education, and particularly in science education. Finally, academic achievement was found to be the most examined variable in the quantum learning model. This study is thought to guide studies that will be carried out on this topic as well as understanding the nature of quantum learning.

show abstract

Lise Matematik Öğretmenlerinin Türevin Tanımına ve Türev-Süreklilik İlişkisine Yönelik Pedagojik Alan Bilgileri

Cited by 8 publications

References 18 publications

Promoting Prospective Mathematics Teachers' Understanding of Derivative across Different Real-life Contexts

Promoting Prospective Mathematics Teachers' Understanding of Derivative across Different Real-life Contexts

Li̇sans Öğrenci̇leri̇ni̇n Türev Tanimiyla İlgi̇li̇ Yorumlari Ve Türeve Yükledi̇kleri̇ Anlamlar

Türkiye'de Kuantum Öğrenme Üzerine Yapılmış Lisansüstü Tezlerin İncelenmesi

Contact Info

Product

Resources

About