Didem AKYÜZ, Michelle STEPHAN, Juli K. DIXON

The role of the teacher in supporting imagery in understanding integers

Bu çalışma, yedinci sınıf matematik öğrencilerinin tamsayı kavramı ve işlemlerini daha iyi anlayabilmeleri için yapılan bir araştırmanın sonuçlarını sunmaktadır. Çalışmada özellikle uzman bir öğretmenin öğrencilerin yeni matematiksel kavramları anlamalarında geriye dönük olarak kullanabilecekleri mantıklı imgelemeyi geliştirmelerindeki rolü araştırılmıştır. Çalışmada Toulmin tartışma modeli öğrencilerin oluşturdukları imgelerin tüm sınıf tarafından kabul edilip ortak olarak kullanılıp kullanılmadığını analiz etmek amacıyla kullanılmıştır. Sonuçlar, öğretmenin kullanmış olduğu yöntemlerin öğrencilerin tamsayı problemlerini anlaması ve doğru çözmesinde olduğu kadar, fikirlerini iletmede de etkili olan imgelemelerin gelişiminde önemli bir rol oynadığını göstermiştir.

Tamsayıların anlaşılmasında öğretmenin imgelemeyi desteklemedeki rolü

This paper presents the results of a design experiment conducted in a 7th grade mathematics classroom aimed at improving students’ understanding of integer concepts and operations. The study particularly focuses on an expert teacher’s role in helping students develop meaningful imagery which students can use as a foundation to fold back and rely on as they engage in further mathematical activities. Toulmin’s model of argumentation is used as an analytical tool to document when an image becomes taken-as-shared by the classroom community. The results suggest that the practices of the teacher played an important role in students’ development of various images in understanding and solving integer problems meaningfully as well as communicating their ideas effectively.

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