Matematik Öğretmen Adaylarının Geometer's Sketchpad ile Problem Çözme Süreçleri: Ayna Problemi

Problem çözme becerileri matematik eğitiminin özünü oluşturmaktadır ve matematik eğitiminde önemi yadsınamaz. Bu çalışma, Geometer's Sketchpad (GSP) yardımıyla özel bir problem üzerinden 56 birinci sınıf öğretmen adayının problem çözme becerilerini incelemektedir. Öğretmen adayları, "ayna problemi" adında bir problemi çözmeleri için ikişerli gruplara ayrılmışlardır. GSP üzerinde yaptıkları çalışmalar ve verdikleri ilgili yorumlarına göre, problem için iki farklı çözüm metodu ortaya çıkmıştır. Yalnız, çalışmanın sonuçları öğretmen adaylarının problem zihinlerinde canlandıramadıkları ve bunu GSP'de uygulayamadıklarını ortaya çıkarmıştır. Genel olarak, öğretmen adayları problemin çözümünü zor bulmuşladır. Öğretmen adayları statik çizimleri dinamik ortama aktarmada ve GSP'deki sürükleme özelliğini gözlemlemede zorluklar yaşamışlardır.

Pre-Service Mathematics Teachers' Problem Solving Processes with Geometer's Sketchpad: Mirror Problem

Problem solving skill is the core of mathematics education and its importance cannot be denied. This study examined 56 freshmen pre-service mathematics teachers' problem solving processes on a particular problem by means of Geometer's Sketchpad (GSP). They were grouped into pairs to solve a problem called "the mirror problem". According to their works on GSP and related reflections, it was observed that there were two different solution methods for the problem. The results of the study revealed that pre-service teachers could not visualize the problem in their mind and apply it to GSP. In general, they found the problem hard to solve. They experienced difficulty in transferring the static drawings into dynamic environment and in observing the manipulations on GSP.

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