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Bu araştırmadaki amaç, matematik öğretim sürecinde Cabri ve Geogebra Yazılımları kullanımının matematik öğretmen adaylarının Geometrik Şekiller Üzerine Akıl Yürütme Becerilerine (GŞAYB) etkisini araştırmaktır. Bu sebeple araştırmada deneysel araştırma türlerinden tek gruplu ön test-son test yarı deneysel desen tercih edilmiştir. Çalışmanın katılımcılarını, Türkiye’nin Doğu Anadolu bölgesindeki orta büyüklükteki bir üniversitede bulunan eğitim fakültesinde 2016-2017 öğretim yılı güz döneminde matematik öğretmenliği bölümünde öğrenim gören 36 dördüncü sınıf matematik öğretmen adayıdır. Çalışmada veri toplama aracı olarak yazarlar tarafından geliştirilmiş GŞAYB Testi kullanılmıştır. Deney grubuna 14 hafta boyunca Cabri ve Geogebra yazılımları kullanılarak eğitim süreci yürütülmüştür. Sürecin başında ve sonunda GŞAYB Testi ön test-son test olarak uygulanmıştır. Araştırmada betimsel istatistikler incelendikten sonra, ön test ve son test ortalamaları ve cinsiyet değişkenine ilişkin ortalamalar arasındaki farkın anlamlı olup olmadığına bağımlı gruplarda t testi yardımıyla bakılmıştır. Cinsiyet değişkeni açısından ön test veya son test puanlarında anlamlı bir farklılık bulunmaz iken, öğretmen adaylarının ön test-son test GŞAYB puanları arasında anlamlı bir farklılık bulunmuş ve son testin lehine deneysel işlemin başarılı olduğu sonucuna ulaşılmıştır. Çalışmada elde edilen bulgulara göre bu alanda çalışmak isteyen araştırmacılara GŞAYB kavramına yönelik öneriler sunulmuştur.
The purpose of this study is to investigate the impact of the use of Cabri and Geogebra Software in the mathematical teaching process on the geometric forms of the mathematical teacher's candidates' mind-execution skills. This is why the research has preferred the semi-experimental pattern of one-group pre-test-final test from the experimental research types. The participants of the study are 36 fourth-class mathematics teachers candidates who studied in the mathematics teaching department at the educational faculty located in a medium-sized university in the eastern Anadolu region of Turkey in the 2016-2017 academic year. The study used the GŞAYB test developed by authors as a data collection tool. The experimental group was trained with the Cabri and Geogebra software for 14 weeks. At the beginning and end of the process, the GCHAYB test was applied as a pre-test-final test. After the study examined visual statistics, the difference between the pre-test and the final test average and the gender variable average was considered with the help of the t test in dependent groups. While there is no significant difference in the pre-test or final test scores in terms of gender variable, a significant difference between the pre-test and final test scores of the teacher candidates has been found and the result has been achieved that the experimental process has been successful in favor of the final test. According to the findings obtained in the study, researchers who want to work in this field have been presented suggestions for the concept of GŞAYB.
The aim of this study on mathematics teaching process is to investigate effect of using Cabri and Geogebra Geometry Software to mathematics prospective teachers on Geometrical Shapes Reasoning Skill (GSRS). For this reason, single-group pre test-post test quasi-experimental design was preferred from experimental research methods. The participants of the research, a university education faculty in Turkey are medium-sized, which is located in the East Anatolian 2016-2017 academic year in the fall semester studying at the mathematics department 36 fourth grade mathematics prospective teachers. As a data collection instrument, the GSRS Test developed by the researchers was used. Experimental group was trained for 14 weeks by using Cabri and Geogebra software. At the beginning and end of the training period, the GSRS Test was applied as a pre-test-post-test. After descriptive statistics were examined in the study, t-test was used to determine whether the difference between the mean of the pretest and posttest averages and the gender variable was significant. While there was no significant difference in pre-test or post-test scores in terms of gender change, there was a significant difference between the pre test and post test scores of the prospective teachers and it was concluded that the experimental process was successful in favor of the last-test. According to the results obtained from the research, the researchers who want to work in these areas have made suggestions for the concept of GSRS.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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