LOGO PROGRAMLAMA SÜRECİNDE MATEMATİK ÖĞRETMEN ADAYLARININ YAPTIKLARI HATALAR ÜZERİNE BİR NİTEL ÇALIŞMA

Bu çalışmada, ilköğretim matematik öğretmeni adaylarının Logo yazılımı kullanarak açı ve dönme kavramlarını içeren problemlerin çözümüne yönelik yaptıkları hataları ve olası yanılgıları tespit etmek amaçlanmıştır. Bu doğrultuda, 37 ilköğretim matematik öğretmeni adayına 10 saatlik Logo programlama dili eğitimi verilmiştir. Daha sonra adaylara Logo komutlarını kullanarak açı ve dönme kavramıyla ilgili performans gösterebilecekleri 8 sorudan oluşan açık uçlu bir sınav yapılmıştır. Bu çalışmada 8 soru içinden seçilen 5 soru üzerinde durulmaktadır. Çalışmanın verileri, nitel veri toplama yöntemlerinden doküman analizi ve klinik mülakat ile elde edilmiştir. Elde edilen bulgular neticesinde, öğretmen adaylarının kâğıt-kalem ortamında problemleri çözerken Logo programlama komutlarından daha çok geometrik kavramlara dayalı hatalar yaptıkları tespit edilmiştir. Bu hatalar şu üç noktada yoğunlaşmaktadır: dönme açısı, açı-kenar bağıntısı ve eksik kodlama. Logo’ da performans gösterebilecekleri problemleri çözerken bazı öğretmen adaylarının programlama becerilerinin sınırlı; diğerlerinin kabul edilebilir seviyede olduğu belirlenmiştir. Araştırma sonucunda, belirli geometrik kavramların öğretiminde Logo programlama dilinin sınırlı geri bildirim veren yapılandırmacı yaklaşımla uygulanması gerektiği belirlenmiştir.

DESCRIBING PRE-SERVICE TEACHERS’ REASONING WITHIN DRAWING GEOMETRICAL SHAPES IN LOGO PROGRAMMING

In this study, it was aimed to determine the mistakes and possible misconceptions of pre-service mathematics teachers made about the Logo-based tasks involving the concepts of angle and rotation when they construct some geometrical shapes using Logo commands. For this purpose, in 2016-2017 academic year, 37 pre-service mathematics teachers participated in a “Computer based Mathematics Teaching Lesson” lasting 10 hours, in which they could learn and interact with Logo programming language. Then, a five performance tasks about the concept of angle and rotation were utilized to gather required data. The data were obtained from qualitative data collection methods through document analysis and clinical interview. As a result of findings of this study, most of the mistakes in pen-paper environment were because of geometrical features rather than Logo commands. These are focused on three aspects: rotation of angle, angle-edge relationship and missing/incorrect command. The ability to draw geometrical shapes using Logo primitives is limited for some participants but acceptable for others. It was recommended that teaching Logo should be applied with a constructive approach that gives limited feedback when certain geometrical concepts are being learned.

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