2011

Seventh Grade Students' Use of Multiple Representations in Pattern Related Algebra Tasks

Çoklu temsilleri matematik konularında kullanmak matematik öğrenmeyi zenginleştirir. Bundan önce öğrencilerin çoklu temsil becerilerini nasıl işe koştuklarını ve nasıl kavramsallaştırdıklarını araştırmak gereklidir. Bu nedenle, bu çalışmada yedinci sınıf öğrencilerinin cebir problemlerini çözerken çoklu temsilleri nasıl kullandıkları ve neden bazı temsil biçimlerini kullanmayı tercih ettikleri araştırılmıştır. Görüşmeler için 21 (11 kız, 10 erkek) yedinci sınıf öğrencisi seçilmiş, bu öğrencilere üç tane açık uçlu cebir problemi yöneltilmiştir. Öğrencilerden bu problemleri çözmeleri ve kullandıkları temsil biçimlerini açıklamaları istenmiştir. Araştırmanın bulgularına göre, öğrencilerin her bir soru için farklı temsilleri kullandıkları söylenebilir. Bu temsil biçimlerini tercih etme nedenleri, problemin yapısına ve onların temsil biçimlerini algılamalarına göre değişmektedir. Bunun yanı sıra, temsil biçimleri tercihleri de soru tipine, öğretmene ve duygusal etmenlere göre de farklılık göstermekte ve bu farklılıklar öğrencilere göre çeşitlilik içermektedir.

Yedinci Sınıf Öğrencilerinin Örüntülerle İlgili Cebirsel İşlemlerde Çoklu Temsil Kullanımları

Using multiple representations in mathematical contexts can enhance mathematical learning. Firstly how students use and conceptualize multiple representations in mathematics should be investigated. Because of this, it was aimed to examine how students use multiple representations in algebra word problems and what are the reasons behind their usage of certain representational modes. For this purpose, 21 seventh grade students (11 female and 10 male) were chosen as interview participants. They were posed three algebra questions during interviews, and they were responsible to explain their representational preferences for each interview question. As a result, it can be argued that the participants used different representations according to the question. Their ways of using different representations varied in terms of the nature of the problems and their perception of the representations. Furthermore, their representational preferences can be varied with respect to the question type, the teacher, or emotional factors.

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