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Bu çalışmada hata temelli aktivitelerle ortaokul matematik öğretmenlerinin kesirlerle toplama işlemine yönelik konu alan bilgilerinin gelişimleri incelenmiştir. Bu amaç doğrultusunda hata temelli aktiviteler ile desteklenen uygulama öncesinde öğretmenlerin kesirlerle toplama işlemine yönelik alan bilgileri işlem yapma, problem kurma, model kullanma (resim veya diyagram temsili) ve önemli noktaları açıklama ve bilme bağlamında belirlenmiştir. Nitel yaklaşımlardan durum çalışması yönteminin kullanıldığı bu çalışma yedi ortaokul matematik öğretmeniyle yürütülmüştür. Öğretmenler amaçlı örnekleme yöntemiyle seçilmiştir. Veriler konu alan bilgisi testi, odak grup görüşmeleri ve günlüklerden oluşan doküman kullanılmıştır. Toplanan verilere betimsel analiz uygulanmıştır. Çalışma sonuçlarına göre uygulama öncesinde konu alan bilgisi bağlamında öğretmenlerin problem kurma becerilerinin eksik olduğu görülmüştür. Ayrıca hata temelli aktivite uygulamaları öğretmenlerin kendi kavramsal düzeylerinin farkında olmalarına katkı sağlamıştır.
In this study, erroneous activities and the development of information on the subject of the process of gathering with cuts of high school mathematicians were studied. For this purpose, before the application supported by error-based activities, the field of information aimed at the processing of teachers’ cuts and cuts is determined in the context of processing, problem-making, modeling (image or diagram representation) and the important points of the description and knowledge. The study was conducted by seven high school mathematicians using the status study method. Teachers are selected by sample method. The data subject information test, focus group conversations and journal documents were used. A visual analysis of the data collected. According to the results of the study, in the context of the knowledge of the subject before the application, the teachers lack the problem-making skills. Also, error-based activity practices have contributed to teachers being aware of their own conceptual levels.
In this study, the effects of mistake handling actvities in the development process of middle school mathematic teachers’ subject matter knowledge for addition operation with fractions was examined. For this purpose, teachers’ subject matter knowledge in the context of operation, problem posing, using model, explain and know important points about addition operation with fractions set before applications supported by mistake handling activities. Case study methods from qualitative research approaches was used as the design of study, where seven middle school mathemathics teachers were sampled. Teachers were selected by using purposive sampling technique. Datas were obtained through subject matter knowledge test, focus group inteviews and diaries. Descriptive analysis was applied to the collected data. According to the results of the study, it was seen that problem posing skills of teachers were lacking in the context of subject matter knowledge.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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