Öteleme Dönüşümünün Wingeom-tr Ortamında Vektörler Yardımıyla Öğretimi

Bu çalışma ilköğretim seviyesinde geometrik dönüşümlerden öteleme dönüşümünün kavramsal olarak yapılandırılmasında gerekli olan algı biçimlerini incelemektedir. Bu amaçla Wingeom-tr isimli dinamik geometri yazılımıyla desteklenen bir müfredat parçası geliştirilmiş ve öğretim deneyi metodu kullanılarak dört ilköğretim 6. Sınıf öğrencisi üzerinde uygulanmıştır. Uygulama sonunda öğrencilerin öteleme dönüşümünü ve dönüşümü anlamlandırmada gerekli olan bileşenleri nasıl anlamlandırdıkları, ne gibi zorluklar çektikleri, yazılımın öğretimde kullanımının (dez)avantajları ve müfredat geliştirme ile ilgili edinilen deneyimler Parsyzz ve Labord’un figür-çizim ayrımına dair ürettiği teorik çatı dikkate alınarak analiz edilmiştir. Sonuçta öteleme’nin öğretiminde vektör kavramının öğrenilmesinin gerekliliği ve Wingeom-tr (içerdiği dinamiklikten dolayı) ve ardından statik (kağıt) ortam kullanımının öğretim sürecini olumlu etkilediği görülmüştür

Anahtar Kelimeler:

Öteleme, vektör, müfredat geliştirme, anlayış, dinamik geometri yazılımı, Wingeom-tr

Teaching of Translations through use of Vectors in Wingeom-tr Environment

This study investigated the kinds of understandings required to conceptually develop the meaning of translations at the elementary school level. For this purpose, a curriculum piece supported by the use of a geometry software, called Wingeom-tr, was developed and applied to four sixth graders via teaching experiment methodology. As a result, how participants made sense of translations and the constructs necessary to understand translations, the kinds of difficulties participants experienced, the (dis)advantages of using Wingeom-tr in teaching translations, and the kind of experience gained from the curriculum development were analyzed. Such analyses were guided by the use of drawing-figure theoretical framework offered by Parsyzz and Laborde. Results indicate that understanding vectors is necessary in abstracting the meaning of translations. Additionally, use of a dynamic environment such as Wingeom-tr followed by static environment (paper-pencil environment) fosters the learning process.

Keywords:

Translations, vectors, curriculum development, understanding, dynamic geometry environment, Wingeom-tr,

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