Cebirsel Genelleme Yapmayı Destekleyen Etkinliklerin 7. Sınıf Öğrencilerinin Genelleme Yapma Becerilerini Şekillendirmedeki Rolü

Matematiğin örüntülerden ve ilişkilerden oluşan bir bilim olarak ele alınması ve genelleme yapma sürecinin matematiğin öğrenilmesinde önemli olması nedeniyle sayı örüntüleri matematiksel kavramların oluşumunda önemli bir role sahiptir. Ortaokul matematik dersi öğretim programında gerçekleşen reformla birlikte öğretim programına giren örüntü kavramı, genelleme yapma bağlamında bazı öğrenme güçlüklerini beraberinde getirmiştir. Bu araştırmada, sayı örüntülerini genellemeyi öğrenmede literatürde rapor edilen öğrenci güçlükleri, cebirsel genelleme yapma süreci ve etkinlik tasarım ilkeleri dikkate alınarak geliştirilen cebirsel genelleme yapmayı destekleyen etkinliklerin genelleme yapma becerilerini şekillendirme potansiyelleri incelenmektedir. Araştırma on üç öğrenci ile beş haftada (16 saat) gerçekleştirilmiştir. Uygulama sürecinde tutulan notlar, video ve ses kayıtları ve gözlem yolu ile veri toplanmıştır. Veriler nitel olarak analiz edilmiştir. Araştırma sonucunda; etkinliklerin strateji ve notasyon kullanımında, cebirsel genelleme yapabilmede ve görsel modelleri bir kural bulma yönünde etkili olarak kullanabilmede rol oynadığı belirlenmiştir.

The Role of Tasks That Supports Making Algebraic Generalisation in Forming 7th Grade Students' Ability to Generalise

Number patterns play an important role in the formation of mathematical concepts, as mathematics is treated as a science of patterns and relations, and as it is important to learn mathematics with generalization. With the reform in the middle school mathematics curriculum, the concept of pattern entering the curriculum has brought some learning difficulties in the context of generalization. In this study the potential of tasks which are developed by considering student difficulties reported in the literature, algebraic generalization process and task design principles to shape generalization skills is examined. The study was conducted with thirteen students in five weeks (16 hours). Data were collected through notes, video and audio recordings and observations held during the implementation process. The data were analyzed qualitatively. As a result of the research; it has been determined that tasks can play an important role in strategy and notation use, algebraic generalization and effective use of visual models in finding a rule.

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