Araştırma Makalesi
Sınıf Öğretmeni Adaylarının Bölme İşleminin Eşit Paylaşım ve Kayıp Çarpan Anlamlarına Odaklanan Problemleri Çözme Becerileri
Öz
Bu çalışmanın amacı, sınıf öğretmeni adaylarının bölme işleminin eşit
paylaşım ve kayıp çarpan anlamlarına odaklanan problemleri çözme becerilerini
incelemektir. İç Anadolu Bölgesi’nde yer alan bir devlet üniversitesinin Sınıf
Eğitimi Anabilim Dalı’nda öğrenim gören 60 öğretmen adayı ile yürütülen bu
çalışmanın verileri, 8 problemden oluşan problem çözme testi ile toplanmıştır.
Öğretmen adaylarının problem çözümleri; Verschaffel, De Corte ve Lasure (1994)
tarafından geliştirilen çerçeve ile analiz edilmiştir. Analizler sonucunda,
öğretmen adaylarının eşit paylaşım anlamına odaklanan bölme işlemi
problemlerine, kayıp çarpan anlamına odaklanan bölme işlemi problemlerine
kıyasla daha gerçekçi yanıtlar verdikleri görülmüştür
Anahtar Kelimeler
Problem Çözme Bölme İşlemi Bölme İşleminde Kalanın Yorumlanması
Kaynakça
- Ball, D.L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to tech. Journal of Teacher Education, 51(3), 241-247. Ball, D.L., Thames, M.H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389-407. Baykul, Y. (2005). İlköğretimde matematik öğretimi (1–5.Sınıflar İçin). Ankara: Pegem A Yayıncılık. Bell, A., & Baki, A. (1997). Ortaögretim Matematik Ögretimi, Cilt I. YÖK, Ankara. Bishop, A.J. (1994). Cultural conflicts in mathematics education: Developing a research agenda. For the Learning of Mathematics, 14(2), 15-18. Bloom, B., & Niss, M. (1991). Applied mathematical problem solving, modelling, applications and links to other subjects. Educational Studies in Mathematics, 22, 37- 68. Bulgar, S. (2003). Children’s sense-making of division of fractions. The Journal of Mathematical Behavior: Special Issue on Fractions, Ratio and Proportional Reasoning, 22(3), 319-334. Charles, R.I. (2009). The Role of Problem Solving in High School Mathematics. Reaching All Students. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.551.3073&rep=rep1&type=pdf sayfasından erişilmiştir. Chinnappan, M. (1998). Schemas and mental models in geometry problem solving. Educational Studies in Mathematics, 36(3), 201–217. Clarke, D.M., Cheeseman, J., McDonough, A., & Clarke, B.A. (2003). Assessing and developing measurement with young children. In D. H. Clements (Ed.), Teachingand learning measurement (2003 Yearbook of the National Council of Teachers of Mathematics, pp. 68–80). Reston, VA: National Council of Teachers of Mathematics. DeFranco, T.C., & Curcio, F.R. (1997). A division problem with a remainder embedded across two contexts: Children’s solutions in restrictive vs. real-world settings. Focus on Learning Problems in Mathematics, 19(2), 58–72. Fennema, E., & Franke, M.L. (1992). Teachers’ knowledge and its impact. In D. A. Grouws (Ed.), Handbook of research on mathematicsteaching and learning (pp. 147-164) New York: Macmillan. Graeber, A., Tirosh, D., & Glover, R. (1986). Preservice teachers' beliefs and performance on measurement and partitive division problems. In G. Lappan & R. Even (Eds.), Proceedings of the Eighth Annual Psychology of Mathematics Education-North America (pp. 262-267). East Lansing MI, U.S.A. Greer, B. (1995). Extending the meaning of multiplication and division. In G. Harel & J. Confrey (Eds.), The Development of Multiplicative Reasoning in the Learning of Mathematics (pp. 70-93). Albany: State University of New York. Greer, B. Verschaffel, L., & De Corte, E. (2002). The answer is really 4.5: Beliefs about word problems. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A Hidden Variable in Mathematics Education (pp 271-292). Springer, Dordrecht. Grouws, D. A. (1996). Critical issues in problem solving instruction in mathematics. In D. Zhang, T. Sawada, & J. P. Becker (Eds.), Proceedings of the China-Japan U.S. Seminar on Mathematical Education (pp. 70-93). Carbondale, IL: Board of Trustees of Southern Illinois University. Gür, H. (2006). Matematik Öğretimi. İstanbul: Lisans. Haylock, D., & Cockburn, A. (2008). Understanding mathematics for young children: A guide for foundation stage and lower primary teachers. London: SAGE. Jonassen, D.H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63–85. Lamb, J., & Booker, G. (2004). The impact of developing teacher conceptual knowledge on students’ knowledge of division. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (pp. 177-184). Lester, F.K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for Research in Mathematics Education, 25, 660-675. Lester, F.K., & Kehle, P. (2003). From problem solving to modeling: The evolution of thinking about research on complex mathematical activity. In R. Lesh & H. M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 501-517). Mahwah, NJ: Erlbaum. Kubanç, Y. (2012). İlköğretim 1, 2 ve 3. Sınıf Öğrencilerinin Matematikte Dört İşlem Konusunda Yaşadığı Zorluklar ve Çözüm Önerileri. Yayınlanmamış Yüksek Lisans Tezi, Fırat Üniversitesi, Elazığ. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates. McMillan, J.H., & Schumacher, S. (2010). Research in education: evidence-based inquiry (7th ed.). Boston: Pearson. Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage. Milli Eğitim Bakanlığı (MEB). (2018). Matematik dersi öğretim programi (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). Ankara: Devlet Kitapları Müdürlüğü. Morgan, C. (2005). Words, definitions and concepts in discourses of mathematics, teaching and learning. Language and education, 19(2), 103-115. Oaks, A.B. (1990). Writing to learn mathematics: Why do we need it and how can it help us? Paper presented at Associations of Mathematics Teachers of New York States Conference, Ellenvile. Olkun, S. ve Toluk-Uçar, Z. (2004). İlköğretimde etkinlik temelli matematik öğretimi (3. Baskı). Ankara: Anı Yayıncılık. Olkun, S. ve Toluk-Uçar Z. (2014). İlköğretimde etkinlik temelli matematik öğretimi (6. Baskı). Ankara: Eğiten Kitap. Parker, T.H., & Baldridge, S J. (2003). Elementary Mathematics for Teachers. Rodríguez, P., Lago, M.O., Hernández, M.L., Jiménez, L., Guerrero, S., & Caballero, S. (2009). How do secondary students approach different types of division with remainder situations? Some evidence from Spain. European journal of psychology of education, 24(4), 529-543. Silver, E.A., Shapiro, L.J., & Deutsch, A. (1993). Sense making and the solution of division problems involving remainders: An examination of middle school students' solution processes and their interpretations of solutions. Journal for Research in Mathematics Education, 24(2), 117-135. Simon, M.A. (1993). Prospective elementary teachers' knowledge of division. Journal for Research in Mathematics Education, 24(3), 233-254. Stanic, G.M.A., & Kilpatrick, J. (1989). Historical perspectives on problem solving in mathematics curriculum. In R. I. Charles & E. A. Silver (Eds.), Research agenda for mathematics education: The teaching and assessing of mathematical problem solving (pp. 1-22). Reston, VA: National Council of Teachers of Mathematics. Swing, S., & Peterson, P. (1988). Elaborative and integrative thought processes in mathematics learning. Journal of Educational Psychology, 80(1), 54-66. Taplin, M. (1988). Mathematics through Problem Solving. https://www.mathgoodies.com/articles/problem_solving sayfasından erişilmiştir. Tirosh, D., & Graeber, A (1989). Preservice elementary teachers' explicit beliefs about multiplication and division. Educational Studies in Mathematics, 20, 79-96. Türnüklü, E.B. ve Yeşildere, S. (2005). Problem, Problem Çözme ve Eleştirel Düşünme. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 25(3), 107-123. Ulusal Matematik Öğretmenleri Konseyi (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM. Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2012). Elementary and middle school mathematics. Teaching developmentally (7th ed.). Boston: Pearson Education. Verschaffel, L., & De Corte, E. (1997). Word problems: A vehicle for promoting authentic mathematical understanding and problem solving in the primary school? In T. Nunes & P. Bryant (Eds.), Learning and teaching mathematics: An international perspective (pp. 69-97). Hove, England: Psychology Press/Erlbaum (UK) Taylor & Francis. Verschaffel, L., De Corte, E., & Lasure, S. (1994). Realistic considerations in mathematical modeling of school arithmetic word problems. Learning and Instruction, 4, 273-294.
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Bölüm | Makaleler |
| Yazarlar | |
| Yayımlanma Tarihi | 5 Nisan 2019 |
| Gönderilme Tarihi | 25 Eylül 2018 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 20 |
