Etkileşimli Matematik Ders Kitabında Yer Alan Dinamik Geometri Yazılımı Görevlerinin Bir Analizi: Üçgenler Ünitesi Örneği

Hilal Gülkılık

doi:10.30703/cije.1232859

TR EN

Etkileşimli Matematik Ders Kitabında Yer Alan Dinamik Geometri Yazılımı Görevlerinin Bir Analizi: Üçgenler Ünitesi Örneği

Öz

Etkileşimli kitaplar, Milli Eğitim Bakanlığı Ortaöğretim Genel Müdürlüğü tarafından hazırlanan OGM Materyal adlı web sitesinde yer alan güncel dijital eğitim ve öğretim materyallerinden birisidir. Bu araştırmanın amacı, üçgenler ünitesine ait etkileşimli matematik ders kitabında yer alan dinamik geometri yazılımı görevlerinin öğrencilere sunacağı öğrenme fırsatlarını incelemektir. Dokuzuncu sınıf üçgenler ünitesinde yer alan 10 tane dinamik geometri yazılımı görevindeki öğrenme fırsatları; görevdeki yazılı yönlendirme veya soruların matematiksel derinlik ve teknolojik eylemler koordinasyonu, görevde ulaşılması beklenen sonuca yönelik ekranda sağlanan dönütler ve görevin kitap içeriğindeki yeri dikkate alınarak analiz edilmiştir. Dinamik geometri yazılımı görevlerinde temel ve alt olarak sınıflandırılan yazılı yönlendirme veya sorular, Trocki ve Hollebrands’ın (2018) Dinamik Geometri Görevi Analiz Çerçevesi kullanılarak değerlendirilmiştir. Bulgular, araştırmada ele alınan görevlerde yer alan yazılı yönlendirme veya soruların teknolojik eylemlerle matematiksel derinliği koordine etmede yetersiz kaldığını göstermektedir. Görevlerin tamamlanmasıyla kazanılması beklenilen matematiksel fikirler, çoğunlukla ekranda doğrudan veya işaret kutusunun tıklanmasıyla görülebilecek şekilde sunulmaktadır. Görevler kitaptaki içerikte genellikle ilgili matematiksel fikirlere ait tanımlar, açıklamalar veya örneklerden sonra yer almaktadır. Araştırmada, söz konusu matematiksel kavramlar ve ilişkileri öğrenciler için anlamlı kılmak adına, görevlerin geliştirilmesine yönelik bazı önerilerde bulunulmuştur.

Anahtar Kelimeler

An Analysis of Dynamic Geometry Software Tasks in The Interactive Mathematics Textbook of The Triangles Unit

Abstract

Interactive books are one of the current digital education and training materials on the website prepared by the Republic of Türkiye Ministry of National Education, General Directorate of Secondary Education. The purpose of this research was to examine the learning opportunities that the dynamic geometry software tasks in the interactive mathematics textbook of the triangle unit offer students. Learning opportunities in the 10 dynamic geometry software tasks in the triangles unit (ninth grade) were analyzed by considering the coordination of mathematical depth and technological actions of prompts, the feedback provided on the screen for the expected result in the task, and the place of the task in the book content. Prompts classified as basic and sub were analyzed using Trocki and Hollebrands’ (2018) Dynamic Geometry Task Analysis Framework. The findings showed that prompts in the tasks were insufficient to coordinate mathematical depth with technological actions. The mathematical ideas expected to be gained by completing the tasks were often presented on the screen, which can be viewed directly or by clicking the checkbox. Tasks were usually included in the book’s content after definitions, explanations, or examples of related mathematical ideas. Implications were made for developing the tasks to make the mathematical concepts and relationships meaningful for students.

Keywords

References

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Details

Primary Language

Turkish

Subjects

Mathematics Education

Journal Section

Research Article

Authors

Hilal Gülkılık ^*
0000-0002-2664-3288
Türkiye

Publication Date

September 28, 2023

Submission Date

January 11, 2023

Acceptance Date

July 31, 2023

Published in Issue

Year 2023 Volume: 12 Number: 3

DOI

https://doi.org/10.30703/cije.1232859

IZ

https://izlik.org/JA42MW55FS

Cite

RIS / Bibtex

APA

Gülkılık, H. (2023). Etkileşimli Matematik Ders Kitabında Yer Alan Dinamik Geometri Yazılımı Görevlerinin Bir Analizi: Üçgenler Ünitesi Örneği. Cumhuriyet Uluslararası Eğitim Dergisi, 12(3), 599-615. https://doi.org/10.30703/cije.1232859