Öğretmen Adaylarının Sözel ve Görsel Temsillere Yönelik Kurdukları Problemlerin Analizi

Bu çalısma, matematik ögretmeni adaylarının sözel ve görsel temsillere yönelik kurdukları problemlerin analizini amaçlamıstır. Çalısma 2010-2011 güz döneminde bir devlet üniversitesinin Ilkögretim Matematik Ögretmenligi Bölümüânde ögrenim gören 70 ögretmen adayı ile yürütülmüstür. Veri toplama aracı olarak sözel ve görsel temsillere yönelik hazırlanan Problem Kurma Testi kullanılmıstır. Ögretmen adaylarının yazmıs oldukları problem cümleleri âproblemâ, âproblem degilâ ve âbosâ seklinde sınıflandırılmıstır. Bu sınıflama sonucunda âproblemâ olarak degerlendirilen yanıtlar ise âödevâ, âiliskiselâ ve âkosulluâ olarak sınıflandırılmıstır. Çalısmanın bulgularına göre, adayların farklı temsillere yönelik problem kurma basarılarının genel olarak düsük oldugu belirlenmistir. Ayrıca ögretmen adaylarının sözel ve görsel temsillere yönelik her bir problem kurma maddesinde âödevâ seklindeki problem cümlelerine daha fazla yer verildikleri tespit edilmistir.

Anahtar Kelimeler:

problem kurma, temsiller, öğretmen adayları.

Analysis of The Problems Related to Verbal and Visual Representations Posed by Pre-service Teachers

In this study, it was aimed to analyze the problems related to verbal and visual representations posed by pre-service mathematics teachers. This study was conducted with 70 pre-service teachers studying in Primary Education in Mathematics Department in a public university during 2010-2011 academic year autumn term. Data were gathered through a problem posing test prepared appropriate to verbal and visual representations. Problem sentences written by pre-service teachers were classified as âproblem,â ânot problem,â and âblank.â As a result of this classification, answers evaluated as âproblemâ were characterized as âassignmentâ, ârelationalâ, and âconditionalâ. Findings of the study indicated that the success of the preservice teachers were generally low in problem posing appropriate to different representations. Besides,it was determined that pre-service teachers gave more place to âassignmentâ type of problems posed appropriate to verbal and visual representations.

Keywords:

problem posing, representations, pre-service teachers,

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