İlköğretim 6.8. Sınıf Öğrencilerinin Cebir Öğrenme Alanındaki Kavram Yanılgıları

Matematiksel düşünmenin gelişim sürecinde cebir, önemli bir yer tutmaktadır. Bir çok araştırma ilköğretim 6-8. sınıflardaki öğrencilerin cebirle ilgili farklı kavram yanılgılarına sahip olduklarını ortaya koymuştur. Bu çalışma ile bu kavram yanılgılarının neler oldukları belirleme amaçlanmıştır. Araştırmanın bulguları ilgili literatürdeki bulgular da göz önüne alınarak eleştirel bir yaklaşımla ele alınmıştır. Kavram yanılgılarını gidermeye yönelik öneriler sunulmuştur.

Misconceptions of Elementary School Students in Grades 6-8 on Learning Algebra

Algebra has important place on the development of mathematical thinking. There are research findings indicating that students in grades 6-8 have many misconceptions in algebra. The goal of this study is to reveal these misconceptions. Findings in the study are discussed in the light of related research findings. Some recommendations are presented to overcome these misconceptions.

PDF

___

Arcavi, A. & Schoenfeld, A. (1988). On the meaning of variable. Mathematics Teache, 81 (6), 420-427.
Baykul, Y. (2002). İlköğretimde Matematik Öğretimi 6.- 8. Sınıflar İçin. Ankara: Pegem A Yayıncılık.
Baki, A. ve Kartal, T.,(1998). Lise öğrencilerinin cebir bilgilerinin kavramsal ve işlemsel bilgi bağlamında değerlendirilmesi, UFBMEK Bildiri Özetleri Kitabı, s:211.
Cates, M.C. (2000). Making algebra accessible to all students: an ımportant ıssue for all. , The Journal of the University of South Carolina Upstate School of Education, 12 (2), 110-113
Champagne, A., Gunstone, R., & Klopler, L. (1985). Effective changes in cognitive structures among physics students. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 163-187). New York Academic Press.
Davidenko, S. (1997). Building the concept of function from students’ everday activities. The Mathematics Teache, 90 (2), 144-149.
Dede, Y. (2004).Değişken kavramı ve öğrenimindeki zorlukların belirlenmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 4 (1),24-56.
English, L. & Warren, E. (1998). Introducing the variable through pattern exploration, The Mathematics Teacher, 91 (2), 166-170
Elby, A. (2001). Helping physics students learn how to learn. American Journal of Physics, Physics Education Research Supplement, 69, (S1), S54-S64.
Erbaş, A.K, Ersoy,Y. (2003).Kassel projesi cebir testinde bir grup türk öğrencisinin başarisi ve öğrenme güçlükleri. İlköğretim Online Dergisi, 4 (1),18-39.
Falkner, K.P, Levi, L, Carpenter, T.P. (1999). Children’s Understanding Of Equality: A Foundation For Algebra. Teaching Children Mathematics, 6 (4), 232-236.
Fisher, K. (1983). Amino acids and tranlation: A misconceptions in biology. In H. Helm & J. Novak (Eds.), Proceedings of the International Seminar on Misconceptions in Science and Mathematics (pp.ç 407-419). Ithaca, NY: Department of Education Cornell University.
Griffiths, A. K., & Preston, K. R. (1992). Grade 12 students misconceptions relating to fundamental characteristics of atoms and molecules. Journal of Research in Science Teaching, 29- 611-628.
Hashweh, M. (1988). Descriptive studies of students’ conceptions in science. Journal of Research in Science Teaching, 25, 121-134.
Kaput, J. (1998). Transformin Algebra from an Engine of Inequity to an Engine of Mathematical Power by ‘ Algebrafying’ the K-12 Curriculum. In The Nature and Role of Algebra in the K-14 Curriculum: Proceedings of a National Symposium ,Washington D.C., May 27-28.
Kieran, C. (1992). The learning and teaching of school algebra. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning. New York: Macmillan.
Küchemann, D. (1978). Children’s Understanding of Numerical Variables. Mathematics in Scholl, 7(4), 23-26
Macgregor, M & Stacey; K. (1997). Ideas about symbolism that students bring to algebra. The Mathematics Teacher, 90(2), 110-113
Macgregor, M. & Stacey ,K. (1997). Students’ undersatnding of algebraic notation: 11-15, Educational Studies in Mathematics, 33, 1-19 National Council of Teachers of Mathematics (1997). A Framework for constructing a vision of algebra: A discussion document. Reston, VA: National Council of Teachers of Mathematics.
Perso, Thelma (1992). Using Dıagnostic Teaching to Overcome Misconceptions in Algebra. The Mathematical Association of Western Australia.
Philipp, R. (1992). The many uses of algebraic variable. The Mathematics Teacher, 85 (7), 557-561.
Sfard, A. (1995). The development of Algebra : Historical and Psychological Persrectives. Journal Of Mathematical Behavior, 14, 15-39
Usiskin, Z. (1988). Conceptions of School Algebra and Uses of Variables. In A. Coxford (Ed.), The Ideas of Algebra, K-12 (pp. 8-19). Reston, VA: National Council of Teachers of Mathematics.
Viennot, L. (1979). Spontaneous reasoning in elementary dynamics. European Journal Science Education, 1, 205-221.
Yaman,H, Toluk, Z, Oklun, S. (2003). İlköğretim Öğrencileri Eşit İşaretini Nasıl Algılamaktadırlar?. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24,142-151.
Wagner, S. (1983). What are these called variables?, Mathematics Teacher, 76, 474-478