Matematik Öğretmen Adaylarında Bilişsel Stil, Görsel Matematik Okuryazarlığı Ve Matematik Başarısı İlişkisinin İncelenmesi: Simetri Örneği*

Abstract

Mathematics teacher candidates' mathematical achievement scores on symmetry, visual mathematics literacy status and cognitive styles were investigated for possible relations, the misconceptions of concept and challenges on symmetry, qualities of prospective teachers to reveal the relationship, if exist. Correlational model was used as research design. Sample consisted 80 math teacher candidates who are studying in the 4th class in a state university in Istanbul and chosen by convenience sampling, where the researcher has identified the convenient group for study. Teacher candidates were tested with the GEFT (Confidential Shapes Group Test) and visual math literacy tests. Mathematical success is measured by the mathematics success test prepared by the researchers. Symmetry is not examined in the literature and it has more visual content than other subjects and plays important role in the development of geometric thinking and spatial orientation of the students. Among the reasons why the teachers don't give importance to this subject, that they don't have competence on symmetry. No significant relation between these three variables are found. They have some misconceptions as on finding the symmetry axis and on symmetry definitions. Some measures can be taken for field dependent students on symmetry as well.

Matematik Eğitiminde Matematiksel Modelleme

“…Ojose ( 2011)' e göre matematik okuryazarı bir bireyin özellikleri şunlardır: Matematik okuryazarı bir birey verileri yorumlar, tahminde bulunur, günlük yaşantısında karşılaştığı problemlere çözüm üretir, grafiksel, geometrik ve sayısal durumlarda akıl yürütebilir ve matematiği iletişimde kullanabilir. Ceziktürk (2019) göre matematik okuryazarı olabilmek için bazı becerilere sahip olmak gerekmektedir. Bunlar; matematiksel işlem yapabilme, matematikle ilgili bilgi sahibi olma ve bunları kullanabilme, matematiksel düşünebilme ve kavrama gibi becerilerdir.…”