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İspat, hiç kuşkusuz matematik eğitiminin temel parçalarından biridir. Matematiksel süreçler, modeller aramak, ilişkileri keşfetmek, sezgisel hareket etmek ve bir tahmin yapmakla başlar ve ispatlama ve tanımlama gibi daha resmi süreçlerle biter. Problem çözme, en genel anlamıyla bireylerin sorunlarına yönelik hedeflere ulaşmalarıdır. Matematik literatüründe ise problem çözme, birtakım işlemler eşliğinde akıl yürütme süreçleri çalıştırılarak ve gerekli bilgiler kullanılarak sorunun ortadan kaldırılması şeklinde tanımlanır. Çalışmanın amacı lise öğrencilerinin ispat yapma hakkındaki görüşlerini ve problem çözmeye yönelik beceri düzeylerini belirlemektir. Ayrıca çalışmada, söz konusu iki değişken arasındaki ilişkiyi ortaya çıkarmak amaçlanmıştır. Çalışmada nicel araştırma yaklaşımı esas alınarak tarama modeli kullanılmıştır. Çalışma Erzurum il merkezinde bulunan bir lisede farklı sınıf seviyelerinde öğrenim gören 232 öğrenci ile yürütülmüştür. Çalışma sonucuna göre, öğrencilerin problem çözme beceri algılarının normal, ispat yapmaya yönelik görüşleri ise olumlu düzeyde olduğu, bu düzeylerin ise öğrencilerin cinsiyetlerine göre farklılaşmadığı tespit edilmiştir. Problem çözme beceri algılarının, ispat hakkındaki görüşlerin anlamlı bir yordayıcısı olduğu ve ispat yapmaya yönelik görüşlere ilişkin toplam varyansın %23’inin problem çözme becerisine yönelik algı ile açıklanabildiği belirlenmiştir.
Spat is undoubtedly one of the core components of mathematical education. Mathematical processes begin with searching for models, discovering relationships, intuitive movement and making a prediction and end with more formal processes such as proofing and identifying. Problem solving is in general achieving the objectives of individuals towards their problems. In mathematical literature, problem-solving is defined as the elimination of the problem by running the processes of mind-execution accompanied by a number of processes and using the necessary information. The aim of the study is to determine high school students’ views on proofing and the level of problem-solving skills. In the study, it is also intended to reveal the relationship between the two variables concerned. In the study, the scan model was used based on the quantum research approach. The study was conducted with 232 students studying at different class levels at a high school located in the center of Erzurum province. According to the study, the perceptions of problem-solving skills of students are normal, and the opinions to prove are positive, and these levels do not differ according to the gender of students. It is determined that the perceptions of problem-solving skills are a meaningful contributor to the opinions about evidence and that 23% of the total variance of opinions about evidence can be explained by the perception of problem-solving skills.
Undoubtedly, proof is an essential part of mathematics and mathematics education. Mathematical processes start with looking for patterns, discovering relationships, apprehending by intuition, making a conjecture, and ends with more formal processes such as proving and defining. In the mathematical literature, problem solving is defined as running reasoning processes in the context of some operations and removing the problem by using necessary information. The aim of this study is to examine high school students’ conceptions on constructing proof and their skill perceptions on problem solving. Furthermore, in the study, it is aimed to reveal the relation between these two variables. In the study, survey model was used based on quantitative research approach. The study was conducted with 232 high school students who were at different class in the one high school in Erzurum. In view of the study, it was found that the students' problem-solving skills perceptions were moderate level, their their views on proof are positive and it was determined that these levels did not differ according to the gender of the students. Also it was determined that that problem-solving skills perceptions are a significant predictor of opinions about proof, and 23% of total variance pertaining to views on proof can be explained by problem solving skills perceptions.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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