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16
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28
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11
Amaç: Bu çalışmada kavram imajı teorisi temel alınarak ilköğretim matematik öğretmenliği öğrencilerinin “rasyonel sayı ve kesir” kavramlarına ilişkin kavram imajlarının belirlenmesi amaçlanmıştır. Yöntem: Bu çalışma nitel bir araştırma yöntemine uygun olarak tasarlanmıştır. Araştırmanın çalışma grubu, 2014-2015 eğitim öğretim yılında Doğu Anadolu’da bir üniversitenin İlköğretim Matematik Öğretmenliği Programında öğrenim görmekte olan ve çalışmaya gönüllü olarak katılan 110 öğrenciden oluşmaktadır. Verilerin toplanması amacıyla araştırmacı tarafından geliştirilen “Rasyonel Sayı ve Kesir Kavram İmajı Anketi” kullanılmıştır. Elde edilen verilerin analizinde araştırma desenine uygun olarak içerik analizi kullanılmıştır. Bulgular: Öğrencilere uygulanan anket neticesinde, kesir kavramı konusunda çoğunlukla parça-bütün imajına, rasyonel sayı kavramı için çoğunlukla oran imajına sahip oldukları görülmüştür. Öğrencilerin rasyonel sayı ile kesir kavramı arasındaki fark imajı da kesir kavramının negatif olamayacağı ama rasyonel sayı kavramının negatif olabileceği şeklindedir. Sonuçlar ve Öneriler: Çalışma sonunda öğrencilerin rasyonel sayı ve kesir kavram imajlarının yeterince net olmadığı sonucuna ulaşılmıştır. Öneri olarak daha az öğrenciyle görüşme yaparak daha ayrıntılı olarak incelenebilir. Sonuçlar farklı bölüm ya da farklı fakülte öğrencileriyle karşılaştırılabilir.
Purpose: This study is aimed at determining conceptual images related to the concepts of "rational numbers and cuts" of the students of primary mathematics teaching, based on the concept image theory. Method: This study is designed in accordance with a quality research method. The research work group consists of 110 students who are studying in the Primary Mathematics Teaching Program of an university in Eastern Anadolu in the 2014-2015 educational year and who participate voluntarily in the study. The "Rational Number and Cutting Concept Imaging Survey" developed by the researcher for the purpose of gathering data was used. In the analysis of the data obtained, content analysis was used in accordance with the research pattern. Results: In the survey applied to students, it was found that they had mostly a piece-full image on the cut concept, mostly a ratio image for the rational number concept. The difference between the student’s rational number and the concept of cutting is also in the form that the concept of cutting cannot be negative but the concept of rational number may be negative. Results and suggestions: At the end of the study, the conclusion was made that the student’s rational number and cutting conceptual images were not clear enough. As a suggestion, it can be studied more in detail by interviews with fewer students. The results can be compared with different departments or different faculty students.
Purpose: In this study, it is aimed to determine the concept images related to the concepts of “rational number and fraction” of the students students at the Elementary Mathematics Education Department based on the Concept Image Theory. Design & Methodology: This study was designed in accordance with a qualitative research method. The study group of the study consisted of 110 students attending an University of Elementary Mathematics Education Department in the 2014-2015 academic year. “Rational Number and Fraction Concept Image Questionnaire” developed by the researcher was used to collect the data. In the analysis of the obtained data, content analysis was used in accordance with the research design. Findings: As a result of the questionnaire applied to the students, it was seen that they mostly have a part-whole image on the concept of fraction, and mostly the ratio image on the concept of rational number. The difference between the rational number and the fraction concept is that the concept of fraction cannot be negative but the concept of rational number can be negative. Implications & Suggestions: At the end of the study, it is concluded that the rational number and fraction concept images of the students are not clear enough. The proposal can be examined in less detail by interviewing fewer students. The results can be compared with different departments or students of different faculties.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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