Bazı Özel Öğretim Yöntemlerinin Lineer Cebir Öğrenimine Etkileri

Bu çalışmada, üniversitelerin matematik ve fen ağırlıklı bölümlerinin bir veya ikinci sınıfında okutulan li-neer cebir dersi için geliştirilen öğretim yöntemlerine değinilmiş ve bu yöntemlerin bir yıl üzerinden uygulaması ve değerlendirilmesi yapılmıştır. Bu amaçla, Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Ma-tematik Öğretmenliği anabilim dalında 32 öğrenciden oluşan 2-A (deney grubu) ile 32 öğrenciden oluşan 2-B (kont-rol grubu) olmak üzere iki şube belirlenmiştir. Lineer cebir konuları, kontrol grubuna geleneksel bir yaklaşımla öğ-retilirken, deney grubuna ise özel öğretim yöntemlerinden faydalanarak öğretilmiştir. Kontrol ve deney gruplarına ön-test ve son–test uygulanmış ve sonuçlar betimsel istatistik tekniklerinden “t” testi ile analiz edilmiştir. Sonuçlar, öğrenilmesinde her zaman zorluklar yaşanan lineer cebir dersinin öğretiminin, yeteri kadar güçlü ve bütün programı kapsayacak aktivitelerle desteklenerek yapılması durumunda, öğrenciler üzerinde olumlu değişik-likler yapabileceğini göstermiştir.

Effects of Some Teaching Methods to Learning Linear Algebra

In this study, it is given a teaching program for linear algebra course taught in the first or second year at mathematics and science-oriented department of universities, and this program experimented over a whole teaching semester for one year. For this purpose, 32 students in 2-A class (experiment group) and 32 students in 2-B class (control group) in Mathematics education of Primary Department in the Education Faculty of Yuzuncu Yıl University were assigned as the sample of the study. While linear algebra was received in the traditional teaching method for the control group, it was taught by using some teaching strategies for the experiment group. More over, it is stressed to the basic points of linear algebra curriculum. A pre-test and post-test exam was applied to both groups and the data obtained was analyzed with the help of descriptive statistics of the “t” test analysis. The conclusions deal with that if the teaching of linear algebra, which has always been difficult, is made by the activities which are strong enough and covers the different part of the curriculum, Than It can be possible to make student’s practice changes in a positive way.

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