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I. Dereceden Denklemlerin Yorumlanması: Eğitim Fakültesi 1. Sınıf Öğrencileri Üzerine Bir Çalışma

Öğrenciler, cebirin soyut dili ile ilköğretim 7. sınıfta bir denklemin çözümünün bulunması ile karşılaşmaktadırlar. Denklemler, matematik müfredatında önemli bir yere sahip olmasına rağmen öğrencilerin çoğu tarafından anlaşılamamaktadır. Öğrencilerin, denklemleri gerçek yaşamdan ayrı bir olguymuş gibi algılamaları bu durumun bir nedeni olarak gösterilebilir. Bu noktada, cebirsel sözel problemler devreye girmektedir. Cebirsel sözel problemlerin öğrenimi, aritmetikten cebire geçiş için bir kolaylık sağlamaktadır. Ancak yapılan araştırmalar, her düzeydeki öğrencilerin cebirsel sözel problemleri anlamakta zorlandıklarını göstermektedir. Bu çalışmada, öğrencilerin denklemleri cebirsel sözel problemler yardımıyla yorumlarken kullandıkları stratejiler belirlenmeye çalışılmıştır. Bunun için, 5 adet açıkuçlu sorudan oluşan bir testten yararlanılmıştır. Bu test, 2002-2003 öğretim yılı bahar yarıyılında, Cumhuriyet Üniversitesi Eğitim Fakültesi’nde bulunan İlköğretim Matematik Öğretmenliği, Ortaöğretim Matematik Öğretmenliği, Müzik Öğretmenliği, Sosyal Bilgiler Öğretmenliği, Okul Öncesi Öğretmenliği ve Sınıf Öğretmenliği Anabilim dallarında okuyan 1. sınıf öğrencilerine 30 dakika süre verilerek uygulanmıştır. Verilerin analizi sonucunda, öğrencilerin 1. dereceden denklemleri yorumlarken, doğru betimleme, ters anlama, sayı ilişkisi, mekanik denklem kullanımı, doğrudan ilişki, fiyat-ağırlık vs. ilişkisi ekleme, özelleştirme ve direkt yazma stratejilerini kullandıkları tespit edilmiştir.

Interpretation of The First-Degree Equations: A Study on Freshmen Students in Education Faculty

Students in grade 7th are first inroduced to the abstract dimension of algebra as they are solving an equation. Although equations have an important place in mathematics curriculum, they are not really understood by most students. One of the reasons for that could be a belief, held by students, that equations are not perceived as a part of realworld. At that point, algebraic word problems have a major role in doing that. Learning how to solve algebraic word problems helps students to make an easy transition from arithmetic to algebra. However, previous studies showed that students in any grade had difficulty to understand algebraic word problems. The present study attempted to reveal students’ strategies in solving equations by means of interpretation of algebraic word problems. A test including five open-ended questions was used in this study. The instrument was administered to freshmen students who were majoring in Math Education, Music Education, Social Science, Early- Childhood, and Elementary Education at Cumhuriyet University during the spring semester in 2002-2003. A 30 minutes was given to complete the test. Results of data analysis revealed that students used the following strategies as they interpreted the firstdegree equations: ‘right description’, ‘reverse-understanding’, ‘making a numerical relation’, ‘using an equation in a mechanic manner’, ‘direct relation’, ‘adding priceweight relationship’, ‘privitation’, and ‘direct writing.

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