Timur KOPARAN, Bülent GÜVEN, İlhan KARATAŞ

LİSE ÖĞRENCİLERİNİN VERİ ANALİZİNDE BAĞLAM BİLGİLERİ İLE MATEMATİKSEL/İSTATİSTİKSEL BİLGİLERİNİ KULLANIM ŞEKİLLERİ

Bağlam bilgisi, istatistik eğitiminde önemli bir bileşen olarak görülmesine rağmen bu alanda yapılan çalışmalar oldukça azdır. Bu çalışmada veri analizinde öğrencilerin bağlam bilgisini nasıl kullandıkları belirlenmeye çalışılmıştır. Bu amaçla iki veri grubunun karşılaştırılmasına yönelik üç sorudan oluşan veri toplama aracı geliştirilmiş ve Trabzon’da öğrenim gören toplam 120 on birinci sınıf öğrencisine uygulanmıştır. Öğrencilerin yazılı olarak verdiği cevaplar, verilerin yorumlanmasında matematiksel/istatistiksel bilgileri ile bağlam bilgileri arasındaki ilişkinin incelenmesi amacıyla ele alınmıştır. Elde edilen bulgular öğrencilerin çoğunluğunun sadece bağlamsal bilgileri ya da sadece matematiksel-istatistiksel bilgileri kullandıklarını göstermektedir. Her iki düşünme biçimini bir arada kullanan öğrenci cevaplarının ise oldukça az olduğu sonucuna varılmıştır. Bu kapsamda her bir kategoriye yönelik öğrencilerin akıl yürütme şekilleri ayrıntılı olarak sunulmuştur.

Anahtar Kelimeler:

İstatistiksel Düşünme, Bağlam Bilgisi, İstatistik Eğitimi, Lise Öğrencileri

Use of High School Students’ Context and Mathematical/Statistical Knowledge Forms in Analyzing Data

Context knowledge is identified as an important component in statistical education but research in this area is very limited. In this study was tried to determine how students use the context knowledge in data analysis. With this aim, a performance test on data analyzing was developed. This performance test is include three questions for comparing the two data sets. The performance test was applied to total 120 students studying at six different 11th grade classes of two high school in Trabzon during 2012–2013 academic year. Students’ responses were analysed using Dapueto ve Parenti (1999) Model. Results showed that context knowledge is the most widely used form of reasoning in statistical task. Only the use of mathematical and statistical knowledge was just as much as the use of context knowledge. Both mathematical-statistical and context knowledge were quite a few of the answers that reflect the way of thinking. Forms of reasoning of students in each category are presented in detail.

Keywords:

Statistical Thinking, Context Knowledge, Mathematics Education, High School Students,

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