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Bu çalışmada ortaokul matematik öğretmen adaylarının dağılım ve bununla ilişkili kavramlara ilişkin anlamalarını ortaya çıkarmak amaçlanmıştır. Bu amaçla nitel araştırma desenlerinden fenomenografik araştırma yöntemi kullanılmış ve 66 üçüncü sınıf öğretmen adayı ile çalışılmıştır. Lee ve Meletiou-Mavrotheris (2003) çalışmasından yararlanılarak hazırlanan etkinlikler yardımıyla öğretmen adaylarıyla görüşmeler gerçekleştirilmiştir. Elde edilen veriler ölçülmek istenen bilgi ve beceriler kapsamında analiz edilmiştir. Bulgular öğretmen adaylarının bağlama uygun histogramın eksenlerini isimlendirebilmede, dağılım grafiği oluşturabilmeye göre daha başarılı olduklarını ortaya çıkarmıştır. Dağılım grafiğinden yola çıkarak gerçek yaşam durumlarını değerlendirememişlerdir. Verilen dağılımın grafiksel gösterimi ile değişkenlik arasında bağlantı kurmakta zorlanmışlardır. Farklı bağlamlar üzerinde çalışmaları istendiğinde ise öğretmen adaylarının doğru cevaplara bile yanlış akıl yürütmelerle ulaştıkları gözlenmiştir. Burada hareketle öğretmen adaylarının dağılım ve bu kavramla ilişkili kavramlar arasındaki ilişkileri fark etmelerine yönelik etkinliklerle meşgul olmaları ve bu kavramlar üzerine tartışmaları önerisi dile getirilmiştir.
This study aims to reveal the knowledge of the high school mathematics teachers' candidates about the distribution and related concepts. For this purpose, the phenomenographic research method was used from the quality research patterns and worked with 66 third-class teachers candidates. Meetings with teachers candidates were conducted with the help of the events prepared using the work of Lee and Meletiou-Mavrotheris (2003). The data obtained was analyzed within the scope of the knowledge and skills required to be measured. The findings have shown that teachers’ candidates are more successful in naming the axes of the corresponding histogram than they are able to create a distribution graph. They are not able to evaluate the real life conditions from the distribution chart. They have difficulty linking the graphic display of the given distribution to the variability. When they are asked to work on different contexts, the teacher’s candidates have even received the right answers with the wrong behavior. Here, with action, the teacher candidates are engaged in activities aimed at realizing the relationship between the distribution and the concepts associated with this concept, and they are suggested to discuss these concepts.
In this study, it was aimed to reveal pre-service middle school mathematics teachers’ understandings about the concept of distribution and related concepts. It was adopted, the phenomenographic research method, one of the qualitative research designs, was employed on 66 third-year pre-service teachers. Through the activities developed on the basis of the study conducted by Lee and Meletiou-Mavrotheris (2003), interviews were conducted. The collected data were analyzed within the context of the knowledge and skills intended to be measured. The findings have revealed that the pre-service teachers were more successful in naming histogram axes complying with the context than constructing distribution graphs. They were not able to evaluate real-life situations on the basis of the distribution. They had difficulties in establishing connections between the given graphical display of distribution and variation. When they were asked to work on different contexts, it was observed that the pre-service teachers even arrived at correct answers through incorrect reasoning. Thus, it was suggested that pre-service teachers should be engaged in activities helping them recognize the relationships between the concept of distribution and related concepts and should discuss these concepts.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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