Öğretmen Adaylarının İki Niceliğin Eş Zamanlı Değişimini İçeren Dinamik Fonksiyonel Durumlar İçin Oluşturdukları Grafik Temsilleri

Bu araştırma, ilköğretim matematik öğretmeni adaylarının iki değişkenin eş zamanlı değişimini içeren dinamik fonksiyonel durumları yorumlarken değişkenler arasındaki ilişkiyi grafik temsilleri aracılığıyla nasıl ifade ettiklerini ortaya çıkarmayı amaçlamaktadır. Bütüncül bir durum çalışması olan bu çalışmanın katılımcıları, bir devlet üniversitesinde öğrenim gören 100 ilköğretim matematik öğretmeni adayıdır. Veriler, içine su ile doldurulan iki farklı özellikteki şişeye ait yükseklik-hacim grafiğinin çizilmesini gerektiren bir dinamik fonksiyonel durum etkinliği için yapılan yazılı açıklamalar, grafik çizimleri ve klinik görüşmeler yoluyla elde edilmiştir. Bulgular, sadece altı öğretmen adayının grafik temsillerinin her iki durum için de doğru olduğunu göstermiştir. Grafik temsillerinde tespit edilen belirgin hatalar ve eksiklikler şunlar olmuştur: (i) değişkenler arasındaki farklı doğrusal ilişkiler için eğimleri koordine edememe, (ii) değişkenler arasındaki doğrusal olmayan ilişkileri doğrusal temsil etme, (iii) bağımlı ve bağımsız değişkenlerin rollerini değiştirerek temsil etme, (iv) değişkenler arasındaki ilişkiyi artan yerine azalan şekilde temsil etme ve (v) değişkenler arasındaki ilişkiyi verilen dinamik fonksiyonel durumun gerektirdiğinden daha az veya fazla sayıda bölüm içerecek biçimde temsil etme.

Anahtar Kelimeler:

Kovaryasyonel düşünme, nitel grafikler

Prospective Teachers’ Graphical Representations for Two Simultaneously Changing Quantities in Dynamic Functional Situations

This study aims to reveal how prospective teachers express the relationships between variables through graphical representations when interpreting dynamic functional situations involving two simultaneously changing quantities. 100 prospective middle school mathematics teachers participated to this case study. The data consisted of prospective teachers’ written responses to the task involving filling bottles with water and the graphs of volume as a function of height and clinical interviews were used to examine their covariational reasoning and graphing abilities. The findings showed that only six prospective teachers' graphical representations were correct for both dynamic functional situations. The most significant and common problems in the graphical representations were found such as (i) inability to coordinate slopes for linear relationships between variables, (ii) representing nonlinear relations of variables as linear relations, (iii) reversing the roles of dependent and independent variables, (iv) representing the relationship between variables as decreasing rather than increasing and (v) representing the relationships between variables to include more or less partitions to the graph than required by the given dynamic functional situation.

Keywords:

Covariational reasoning,

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