Figural and Conceptual Aspects in Defining and Identifying Polygons

Bu çalışmada matematik de ‘ortalamanın üstünde’, ‘ortalama’ ve ‘ortalamanın altında’ başarıya sahip öğrenciler üzerinde çalışılmıştır. Yüz yüze görüşme ile çokgenlerin belirlenmesinde şekilsel ve kavramsal boyutların etkileşimi gözlenmiştir. Şonuçların analizi göstermiştir ki (a) öğrenciler sıklıkla esas model (ilk örnek) şekilleri kullanıyorlar fakat onların özel (ayrıcalıklı) olduklarını düşünmüyorlar, ve (b) bir kavramın şekilde verilen kritik olmayan özelliği kavramlarla ilgili örnekleri belirlerken zorluklara neden oluyor. Yukarıda belirtilen sonuçların hepsi çokgenlerin öğrenilmesinde üç düzey öğrencide de yaygın olduğu gözlenmiştir. We studied three eighth-grade students identified by their mathematics teacher as having ‘above average,’ ‘average’ and ‘below average’ achievers in mathematics. We sought to observe, using face to face interview, the process of interaction between figural and conceptual aspects in identifying and defining process of polygons, squares, rectangles, and parallelograms. Analysis of the results revealed that (a) students often use prototypic figures but do not consider them as exclusive, (b) noncritical attributes of a concept given in a figure leads to difficulties in identifying concept examples, and (c) students’ own definitions include noncritical attributes of the concepts as well as their critical attributes. All these mentioned above are quite prevalent among all levels of students in concept learning.

Çokgenlerin Belirlenmesinde ve Tanımlanmasında Şekilsel ve Kavramsal Boyutlar

We studied three eighth-grade students identified by their mathematics teacher as having ‘above average,’ ‘average’ and ‘below average’ achievers in mathematics. We sought to observe, using face to face interview, the process of interaction between figural and conceptual aspects in identifying and defining process of polygons, squares, rectangles, and parallelograms. Analysis of the results revealed that (a) students often use prototypic figures but do not consider them as exclusive, (b) noncritical attributes of a concept given in a figure leads to difficulties in identifying concept examples, and (c) students’ own definitions include noncritical attributes of the concepts as well as their critical attributes. All these mentioned above are quite prevalent among all levels of students in concept learning.

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