Erdem ÇEKMEZ, Adnan BAKİ

Dinamik Matematik Yazılımı Kullanımının Öğrencilerin Türev Kavramının Geometrik Boyutuna Yönelik Anlamalarına Etkisi

Bu çalışma ile öğretim sürecinde dinamik matematik yazılımı kullanımının öğrencilerin tek noktada türev kavramının geometrik boyutuna ilişkin anlamalarına etkisini incelemek amaçlanmıştır. Araştırmanın katılımcılarını bir devlet üniversitesinin ilköğretim matematik öğretmenliği programının iki şubesinde bulunan öğrenciler oluşturmaktadır. Yarı-deneysel yöntemin benimsendiği araştırmada kontrol grubunda öğretim sunuş yoluyla, deney grubunda ise bilgisayar destekli çalışma yaprakları ile yürütülmüştür. Araştırmanın verileri araştırmacılar tarafından geliştirilmiş iki testten ve seçilmiş öğrenciler ile gerçekleştirilen mülakatlardan elde edilmiştir. Testlerden biri uygulama öncesinde öğrencilerin türev kavramının öğrenilmesinde etkili olduğu belirtilen ön bilgilere ne düzeyde sahip olduklarını belirlemek, diğeri ise uygulama sonrasında ele alınan kavramın ne düzeyde öğrenildiğini belirlemek için kullanılmıştır. Öğrencilerin sorulara verdikleri cevaplar temelinde hazırlanan rubrikler ile öğrencilerin performansları puanlanmış ve elde edilen puanlar üzerinde tek yönlü kovaryans analizi yürütülmüştür. Testin sonuçları deney grubunun puan ortalamasının kontrol grubunun puan ortalamasından anlamlı düzeyde yüksek olduğunu göstermiştir. Seçilen test soruları üzerinde gerçekleştirilen mülakatlar deney grubu öğrencilerinin kontrol grubu öğrencilerine nazaran APOS teorisi çerçevesinde daha ileri düzeyde anlamalar oluşturduklarını göstermiştir.

Anahtar Kelimeler:

Türev kavramı, matematiksel anlama, grafiksel gösterim, bilgisayar destekli matematik

The Effect of Using Dynamic Mathematics Software on Students’ Understanding of the Geometric Meaning of the Derivative Concept

This study aimed to investigate the impact of dynamic mathematics software on students’ understanding of the geometric meaning of the concept of derivative at a single point. The participants consisted of students who were enrolled in two separate classes in a primary mathematics teacher education programme at a state university. The study adopted a quasi-experimental approach, with the two classes randomly assigned as a control and an experimental group. The instructional approach in the control group was traditional, whereas in the experimental group, computer-supported worksheets were used. The data were gathered through two tests that were developed by the researchers, as well as through clinical interviews conducted with selected students. One of the tests aimed to determine the level of knowledge of students about the concepts that are recognized in the literature as being crucial to the learning of the derivative concept by research reports; the other aimed to assess students’ learning regarding the content that was the focus of the study. Their performance was assessed using a rubric that was developed according to the level of understanding demonstrated in the students’ responses. A one-way analysis of covariance test was conducted on the students’ test scores to compare the performance of the two groups. The test concluded that there was a significant difference between the groups in favor of the experimental group. The clinical interviews showed that the students in the experimental group achieved a higher level of understanding, as proposed by APOS theory, in comparison to control group.

Keywords:

Derivative concept, mathematical understanding, graphical representation, computer-based instruction,

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