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Bayburt Üniversitesi Eğitim Fakültesi Dergisi

Yıl 2011 , Cilt 6 , Sayı 1

Makale özeti ve diğer detaylar.

Makale özeti
Başlık :

Matematik öğretmen adaylarının integral kavramını kavramsal anlamaları üzerine

Yazar kurumları :
Atatürk Üniversitesi K.K.Eğitim Fakültesi Ortaöğretim Matematik Eğitimi ABD1, Atatürk Üniversitesi K.K.Eğitim Fakültesi İlköğretim Matematik Eğitimi ABD2
Görüntülenme :
140
DOI :
Özet Türkçe :

Bu çalışmanın amacı, matematik öğretmen adaylarının integral kavramında ki kavramsal boyut öğrenme düzeylerini incelemektir. Bu amaca yönelik olarak, öğretmen adaylarına, hatalı çözülmüş ve hatalı olanların nedenini sorgulayan Doğru-Yanlış tipi sorulardan oluşan bir test uygulanmıştır. Yazılı cevapların analizi, matematik öğretmen adaylarının integral kavramı ile ilgili kavramsal öğrenme boyutunda güçlük yaşadıklarını göstermiştir

Özet İngilizce :

The aim of this study is the assessment of education of the students with mental retardation in Rize. The research was carried out with students with mental retardation who had been through educational assessment at G.R.C. (Guidance and Research Center) and had received appropriate education in 2009-2010 academic years. Performance Determination Form for students with mental retardation prepared by Ministry of National Education General Directorate of Special Education Guidance and Counseling Services is used as data gathering instrument. In the study, the difference between the students' pre-test and post-test scores of Performance Determination Form is compared through dependent t-test. In the study, it is seen that the scores of the students from Performance Determination Form increased significantly after they received education in rehabilitation centre and they received integrated education beside the education in rehabilitation centre. Furthermore, it is apparent that the scores of the students who had experienced separated education (special class and separate school) beside education in rehabilitation centre increased significantly. Students' pre-test and post-test scores taken in respect to disability levels (mild, moderate, severe) and gender were compared through dependent t-test. As a result, it is concluded that the scores of students who are in each level of disability and the scores of male and female students increased significantly.

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