Güney HACIÖMEROĞLU, Erhan Selçuk HACIÖMEROĞLU, Esra BUKOVA GÜZEL, Semiha KULA

Türev ve İntegral Problemlerinin Çözümünde Görsel, Analitik ve Harmonik Çözüm Tercihleri

Öğrencilerin türev ve integral sorularını çözüm tercihlerini incelemek amacıyla Haciomeroglu ve Chicken (2011) tarafından geliştirilen Matematik İşlem Testi-Analiz (MİT-A) ölçme aracının Türkçe’ye uyarlama çalışması yapılmıştır. Buna ek olarak, bu çalışma ortaöğretim matematik öğretmenliği programında öğrenim gören öğrencilerin türev ve integral sorularını çözme tercihlerini belirlemeyi amaçlamıştır. Elde edilen bulgular, Matematik İşlem Testi-Analiz’in Türk kültüründe kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. Cronbach alfa güvenirlik katsayısı MİT-A-türev için 0.83 ve MİT-A-integral için 0.86 olarak hesaplanmıştır. Testin bütünü için bu değer 0.91 olarak hesaplanmıştır. Elde edilen bulgular, öğrencilerin çoğunun türev ve integral sorularını analitik çözmeyi tercih ettiklerini göstermiştir. Öğrenciler soru tipi değiştiğinde çözüm tercihini değiştirmediğini göstermektedir.

Anahtar Kelimeler:

görsel, analitik, harmonik, türev, integral, analiz.

Visual, Analytic and Harmonic Problem Solving Preferences for Derivative and Antiderivative Tasks

The purpose of this present study was to adapt the Mathematical Processing Instrument for Calculus (MPI-C) developed by Haciomeroglu and Chicken (2011) to Turkish. In addition, the study aimed at examining students’ preferences for problem solving strategies regarding derivative and antiderivative tasks. Results of the study revealed that the MPI-C is a valid and reliable instrument that can be used to reliably measure Turkish students’ preference for visual or analytic solution strategies. The cronbach alpha coefficients of the MPIC derivative and antiderivative tests were 0.83 and 0.86, respectively. The Cronbach alpha coefficient for the overall instrument was 0.91. Most of the students in this study preferred analytic solution strategies for the derivative and antiderivative tasks, and the mode of representations of the tasks did not affect their preference for visual or analytic solution strategies.

Keywords:

visual, analytic, harmonic, derivative, antiderivative, calculus.,

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