9. SINIF ÖĞRENCİLERİNİN FONKSİYON KAVRAMINDA NOTASYONEL HATALARI VE BAZI KAVRAM YANILGILARI

Bu çalışma, 9. sınıf öğrencilerinin “y=f x ” sembolünü anlamalarına yönelik nitel bir araştırmadır. Araştırmaya, iki 9. sınıftan toplam 40 öğrenci katılmıştır. Verilerin analizinde betimsel analiz yöntemi kullanılmıştır. Öğrencilerin fonksiyon kavramının sembolik gösterimini anlamalarını tespit etmek için, öğrencilerden, “m, n’nin bir fonksiyonudur” ifadesini simgesel olarak göstermeleri, bir örnek vermeleri ve böyle bir fonksiyonun m’ yi n’ ye mi yoksa n’ yi m’ ye mi eşleyeceğini belirtmeleri istenmiştir. 2. soruda ise reel sayılarda tanımlı p=f s =s+1 ve k=g s =2s fonksiyonları verilerek, öğrencilerden p’ yi k’ nın fonksiyonu olarak yazmaları istenmiştir. Genel olarak bakıldığında, öğrencilerin fonksiyon kavramındaki notasyon ve ifadeleri anlama ve aralarındaki fonksiyonel ilişkileri kurmada önemli derecede başarısız oldukları ve çeşitli yanlış anlamalara sahip oldukları belirlenmiştir.

Ninth Graders’ Notational Errors in Function Concept and Some Misconceptions

This study is a qualitative research intented for ninth graders’ understanding of the symbol “y=f x ”. A total of 40 students participated in the research. Descriptive analysis was used in analyzing the data. In order to determine the students’ understandings of the symbolic representation of the function concept, the students were asked to write “m is a function of n” as symbolic, to give an example and to specify whether such a function maps m to n or n to m”. In the second question, by giving the functions p=f s =s+1 and k=g s =2s, the students were asked to write p as a function of k. As result, it was determined that most of the students failed in understanding the notations and expressions in the concept of function, making connection the functional relationships between and also that they had various misunderstandings

Keywords:

concept of function, functional symbolism notational errors,

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