Gürcan KAYAR, Yüksel DEDE, Veysel AKÇAKIN

Ortaokul Matematik Öğretmen Adaylarının Matematiksel Modelleme Yeterliklerinin Cinsiyete Göre İncelenmesi: Çok Boyutlu Madde Tepki Kuramı

Bu çalışmanın amacı, ortaokul matematik öğretmen adaylarının matematiksel modelleme yeterliklerinin belirlenmesidir. Bu amaç doğrultusunda; nedensel karşılaştırma araştırması olarak desenlenen bu çalışmada, ortaokul matematik öğretmen adaylarının matematiksel modelleme yeterlikleri incelenmiş ve cinsiyet faktörünün bu yeterlikler üzerinde istatistiksel olarak anlamlı bir farklılık oluşturup oluşturmadığı belirlenmiştir. Çalışmanın katılımcıları, seçkisiz olmayan örnekleme yöntemlerinden kolay ulaşılabilir örnekleme yöntemi ile belirlenen 144’ü kadın ve 63’ü erkek olmak üzere 207 ortaokul matematik öğretmen adayından oluşmuştur. Araştırma sonuçları, ortaokul matematik öğretmen adaylarının genel matematiksel modelleme yeterliği, problemi yapılandırma, değişkenleri belirleme ile yorumlama-doğrulama yeterliklerinin negatif logit değerleri, matematik modeli oluşturma ve matematik çalışma yeterliklerinin ise pozitif logit değerleri aldıklarını göstermektedir. Öğretmen adaylarının matematik modeli oluşturma matematiksel modelleme alt yeterliğinin en yüksek logit değeri, yorumlama-doğrulama matematiksel modelleme alt yeterliğinin ise en düşük logit değeri aldığı belirlenmiştir. Ayrıca, cinsiyet faktörünün öğretmen adaylarının genel matematiksel modelleme yeterliği ve matematiksel modelleme alt yeterlikleri puanları üzerinde istatistiksel olarak anlamlı bir farklılık oluşturmadığı da tespit edilmiştir.

Examining Mathematical Modeling Competencies of Pre-Service Middle School Mathematics Teachers by Gender: Multidimensional Item Response Theory

The aim of this study is to determine the mathematical modelingcompetencies of pre-service middle school mathematics teacher. Inaccordance with this purpose; in this study, which is designed as a causalcomparison study, the mathematical modeling competencies of the preservice middle school mathematics teacher were examined and it wasdetermined whether these competency make a statistically significantdifference according to the gender. Participants of the study consisted of 207pre-service middle school mathematics teacher, 144 female and 63 male,determined by convenient sampling method. The results of the researchshow that the general mathematical modeling competencies, problemsimplifying, identifying variables and interpreting/validation modelling subcompetencies of the pre-service middle school mathematics teachers havenegative logit values and mathematizing and mathematical analysismodelling sub-competencies have positive logit values. It was determinedthat the pre-service teachers had the highest logit value of mathematicalanalysis sub-competency and the lowest logit value of interpretation andvalidation sub-competency. Moreover, there was no significant differencebetween the general modeling competence and the other modeling subcompetency scores of pre-service teachers according to gender.

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