Matematikte Anlam Oluşturmada Jestlerin Önemi ve Rolü

Son yirmi yılda araştırmacılar, giderek artan bir ilgiyle, matematik öğrenme ortamlarında sıklıkla açığa çıkan jestlere ve jestlerin rollerine odaklanmıştır. Jestler öğrenme ortamlarında matematiksel fikirleri iletmede ve ilişkilendirmede önemli bir araç, zihinsel temsillerin açığa çıkarılmasında somut birer kanıt olarak gözlemlenmiştir. Bu anlamda öncelikle matematik eğitimi bağlamında jestin öneminin ve tanımının ne olduğuna değinilmiştir. Daha sonra öğrenme ortamlarında açığa çıkan ve matematiksel fikirlere eşlik eden jestlerin sınıflamasının nasıl yapıldığından bahsedilmiştir. Farklı jest türlerinin tanımlarına ve özelliklerine yer verilmiş ve ayrıca matematik eğitiminde jestlerin hangi bakış açılarıyla ele alındığından kısaca söz edilmiştir. Sonrasında matematik öğretme ve öğrenme ortamlarında yapılan çalışmalardan ampirik örnekler sunularak bu bağlamda jestlerin rollerinin neler olduğu açıklanmıştır. Bu çalışmada matematik öğrenme ortamlarında jestlerin analizinin neden gerekli olduğuna, matematik sınıflarında ne gibi roller üstlenebileceğine, matematiksel anlama ve düşünme süreçlerinde etkilerinin neler olabileceğine dair fikirler sunulmuştur. Son olarak, matematik eğitiminde yapılan jest içerikli çalışmaları kapsamlı bir şekilde ele alan bu çalışmada daha ileri çalışmaların neler ve nasıl olabileceğine dair önerilerde bulunulmuştur.

Anahtar Kelimeler:

Jest, Matematik eğitimi, Matematiksel anlama

The Importance and Role of Gesture in Construncting Mathematical Meaning

Over the past two decades, researchers have been increasingly focusing on gestures and their roles, which are often revealed in mathematical learning context. Gestures have been observed as an important tool for communicating and associating mathematical ideas, and as a concrete evidence for revealing mental representations in learning environments. In this sense, firstly, what is the importance and definition of gesture in the context of mathematics education is mentioned. Then, it is mentioned how to classify the gestures that emerge in learning environments and accompany mathematical ideas. Definitions and features of different types of gestures are included, and it is briefly mentioned from which perspectives the gestures are handled in mathematics education. Afterwards, empirical examples from the studies conducted in mathematics teaching and learning environments are presented and the roles of gestures are explained in this context. In the present study, thoughts about why analysis of gestures are necessary in mathematics learning environments, what roles it can play in mathematics classrooms, and what effects it may have on mathematical understanding and thinking processes are presented. Finally, in this study, which comprehensively deals with gesture-related studies in mathematics education, suggestions are made on what and how further studies can be.

Keywords:

Gesture, Mathematics education, Mathematical understanding,

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