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Araştırma kapsamında bir devlet üniversitesinde geometri öğretimi dersinde üç haftalık sürede üç farklı geometrik modelleme problemi etkinliği gerçekleştirilmiştir. Bu kapsamlı çalışmanın parçası olarak araştırmada ilköğretim matematik öğretmen adaylarının “Tabanın mı yoksa yüksekliğin mi yarısı?” geometri probleminin çözüm sürecindeki modelleme yeterlilikleri incelenmiştir. Araştırmanın katılımcıları amaçlı örnekleme yöntemine göre seçilmiş olup otuz yedi ilköğretim matematik öğretmenliği dördüncü sınıf öğrencisidir. Çalışmanın verileri çalışma yaprakları ve öğretmen adaylarının hazırladıkları somut geometrik modeller aracılığıyla toplanmıştır. Katılımcılara üçgenin alan formülünün ispatını içeren bir geometri problemi durumu verilmiş ve öğretmen adaylarından matematiksel çözümü yapmaları ardından geometrik somut modeller şeklinde tasarlayarak sunmaları istenmiştir. Veriler öğretmen adaylarının matematiksel anlama, geometrik şekilleri dönüştürme süreçleri ve tasarladıkları geometrik model açısından geliştirilen rubrik aracılığıyla analiz edilmiştir. Bulgular, öğretmen adaylarının çoğunun geometrik modelleme problemini doğru bir şekilde çözdüklerini ve işlevsel modeller oluşturduklarını göstermiştir. Ayrıca öğretmen adayları somut geometrik matematiksel modelleri oluştururken önceki matematiksel bilgilerini göz önünde bulundurmuşlar ve uzamsal yeteneklerini işe koşmuşlardır.
In the framework of the research, three different geometric modeling problem events were carried out in a three-week period in a state university's geometry teaching course. As part of this comprehensive study in the research of primary mathematics teachers' candidates "Is the base or the height half?" The ability to model the geometry problem in the process of solving is studied. The participants of the study were selected according to the aim of the sampling method and thirty-seven primary mathematics teaching is the fourth-class student. The data of the study was collected through the worksheets and the concrete geometric models prepared by the teacher candidates. The participants were given a geometric problem status that contains the evidence of the field formula of the triangle and the teacher candidates were asked to make a mathematical solution and submit them in the form of geometric concrete models. The data was analyzed through the rubric developed in terms of the mathematical understanding of the teacher candidates, the processes of converting geometric shapes and the geometric model they design. The findings showed that most teaching candidates correctly solved the geometric modeling problem and created functional models. In addition, teaching candidates have taken into account their previous mathematical knowledge while creating concrete geometric mathematical models and employed their spatial skills.
Within the scope of the research, three different geometric modeling problem activities were carried out during a three-week period in a geometry-teaching course at a state university. As part of this comprehensive study, the modeling competencies of pre-service mathematics teachers in the "Is the base or half the height?" geometry problem were examined. The participants of the study were thirty-seven fourth grade students of middle school mathematics education and they were selected according to the purposeful sampling method. The data of the study were collected through worksheets and concrete geometric models designed by pre-service mathematics teachers. The participants were given a geometry problem case that included the proof of the triangle’s area formula, and the pre-service teachers were asked to make the mathematical solution and then design and present it in the form of geometric concrete models. The data were analyzed through the rubric developed in terms of the mathematical understanding, the processes of transforming geometric shapes and the geometric model they designed. Findings showed that most of the pre-service teachers solved the geometric modeling problem correctly and created functional models. In addition, while creating concrete geometrical models, the pre-service teachers took into account their previous mathematical knowledge and put their spatial skills to work.
Field : Fen Bilimleri ve Matematik
Journal Type : Uluslararası
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