Problem Çözme Bağlaminda Matemati̇ksel İli̇şki̇lendi̇rme Beceri̇si̇: Öğretmen Adaylari Örneği̇

Abstract

ÖZETBu araştırmanın amacı, matematik öğretmen adaylarının matematiksel ilişkilendirme becerilerini belirlemek ve problem çözme becerisi ile olan ilişkilerini incelemektir. 28 öğretmen adayının ilişkilendirme becerilerini belirlemek amacıyla özel durum çalışması yöntemi kullanılmıştır. İlişkilendirme becerisinin belirlenmesinde, problem çözme süreci yazılı dokümanlarla incelenmiştir. Öğretmen adaylarına üç rutin olmayan matematiksel problem yöneltilmiştir. İlişkilendirme ve problem çözme becerilerini incelemek amacıyla rubrik kullanılmıştır. Elde edilen verilerin analizinde betimsel istatistiksel analizler, korelasyon ve regresyon analizinden yararlanılmıştır. Öğretmen adaylarının ilişkilendirme becerilerinin düşük düzeyde olduğu belirlenmiştir. Kullanılan ilişkilendirme becerileri türü açısından ise matematiği kendi içinde ilişkilendirmenin istenen düzeyde olmadığı, farklı disiplinler ve günlük yaşamla ilişkilendirmenin ise çok düşük düzeylerde kaldığı görülmüştür. Öğretmen adaylarının ilişkilendirme becerilerinin yeterli düzeyde olmadığı ve problem çözme becerileri kapsamında birçok yönden sınırlılıklarının olduğu belirlenmiştir. ABSTRACTThe purpose of this study is to identify pre-service mathematics teachers' mathematical connection skills and examine its relations with problem solving skill. In order to determine 28 pre-service mathematics teachers' mathematical connection skills, case study method was used. For determining connection skills, problem solving process were examined by written documents. Pre-service teachers are asked to three non routine mathematical problems. Rubric was used to examine the connection and problem solving skills. Descriptive statistical analysis, correlation and regression analyzes were used in obtained data. It is determined that the pre-service teachers' connection level is low. In terms of connections type the skills of connections among mathematics is not desired level. Furthermore, preservice connections skills between other disciplines and in real world is found at very low level. It is found that pre-service teachers connections skills are not adequate level and were limitations in many ways in the conext of problem solving.

8th Grade Student’s Skill of Connecting Mathematics to Real Life

“…As a matter of fact, the significance of the "mathematical connection" skill, which is determined as one of the process standards in the Principles and Standards for School Mathematics by the National Council of Teachers of Mathematics in the United States, defined as follows: If students can connect mathematical ideas, their understanding will be deeper and more permanent, and mathematics will be seen as a whole (NCTM, 2000). The conducted researches also emphasizes that the idea of using real life connections in mathematics teaching increases the students interest's and motivation's towards mathematics, develops a positive attitude about mathematics, contributes to students for their preparation of real life and develop conceptual understanding (Mosvold, 2008;Lee, 2012;Özgen, 2013;Karakoç & Alacacı, 2015;Bingölbali & Çoşkun, 2016;Papadakis, Kalogiannakis, & Zaranis, 2017).…”

The Connection Competencies of Pre-service Mathematics Teachers about Geometric Concepts to Daily-life

“…In the study of Eli (2009), it was stated that the knowledge of pre-service mathematics teachers for geometry instruction was at a low level and that the mathematical connection carried out was a lot more operational rather than being conceptual. It is also emphasized that the abilities of connection with daily life of pre-service teachers who give more importance to operational knowledge than conceptual knowledge should not be expected to be high [24]. The study by Gainsburg (2008) [10], which examines high school mathematics teachers' abilities of connection with daily life, also lends support to this idea.…”

“…This situation suggests that pre-service teachers do not possess sufficient knowledge in the field of geometry. In related literature, that pre-service teachers' abilities of connection with daily life remain low is encountered in similar studies [24]. In the study of Eli (2009), it was stated that the knowledge of pre-service mathematics teachers for geometry instruction was at a low level and that the mathematical connection carried out was a lot more operational rather than being conceptual.…”

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

“…İlişkilendirme becerisi üzerine yapılan çalışmalar genel olarak öğretmen adaylarının ve öğretmenlerin matematiksel ilişkilendirme becerilerini yeterli düzeyde kullanamadıkları sonucunu ortaya koymaktadırlar (Businskas, 2008;Dilberoğlu, 2015;Eli, 2009;Gülten, Ilgar ve Gülten, 2009;Kızıloğlu ve Konyalıoğlu, 2002;Leikin & Levav-Waynberg, 2007;Özgen, 2013a, 2013bTaşdan, Uğurel ve Koyunkaya, 2017). Bu çalışmalar incelendiğinde ilişkilendirme becerisinin farklı biçimlerde ve farklı kuramsal çerçevelerde ele alınarak yorumlandığı görülmektedir.…”