Elçin EMRE AKDOĞAN, Beste GÜÇLER, Ziya ARGÜN

Lise Öğrencilerinin Yansıma Dönüşümü Hakkındaki Matematiksel Söylemlerinin Öğretim Bağlamında Gelişimi1

Bu araştırmanın amacı, lise öğrencilerinin yansıma dönüşümü ile ilgilimatematiksel söylemlerinin gelişimini ve söylem gelişiminin öğretimle olanilişkisini ortaya koymaktır. Durum çalışması desenine sahip olan araştırmanınkatılımcıları iki 10. sınıf öğrencisi ve bir öğretmendir. Araştırmanın verileri,öğretmen ve öğrencilerle yapılan görev temelli görüşmeler ve sınıf gözlemleriaracılığıyla sekiz haftada toplanmıştır. Verilerin analizi ise matematiksel bilişeiletişimsel yaklaşım teorisine göre yapılmıştır. Matematiksel bilişe iletişimselyaklaşım teorisi bize öğretim ve öğrenme ile ilgili önemli perspektifler sunmuştur.Öğrencilerin yansıma dönüşümündeki söylemlerinin gelişiminin sınıfta öğretmeninkullandığı söylem ile karşılaştırmalı analizleri sonucunda, öğretmenin kullandığısöylemin, öğrencilerin söylemlerinin gelişimsel seviyesinin üstünde olduğu tespitedilmiştir. Ayrıca öğretmen ve öğrencilerin söylemleri arasında farklılıkların olduğugözlemlenmiştir. Öğretmenin söylemlerinin açık ve anlaşılır olması durumundaöğrencilerin öğretmen söylemini kendilerine adapte edebildikleri, fakat öğretmeninsöyleminde belli ögelerin üstünün örtük kaldığı durumlarda öğrencilerinsöylemlerini öğretmenin söylemine adapte etmekte zorluk yaşadıkları ortayaçıkarılmıştır. Sınıf içerisindeki matematiksel iletişimi geliştirmek ve öğrencilerinsöylemsel gelişimlerini desteklemek için öğretmenlerin, öğrencilerin söylemleriningelişimsel süreçlerinin farkında olması ve söylemlerini daha açık ve net bir hâlegetirmeleri gerekmektedir.

High School Students’ Development of Mathematical Discourses on Geometric Reflections in Relation to Instruction

The purpose of this study is to explore the development of high school students’ mathematical discourses on the concept of reflection in relation to instruction. Participants of this case study were two 10th grade high school students and a mathematics teacher. The data for the study were collected over eight weeks, and consisted of classroom observations and task-based interviews conducted with the students and teacher. We analyzed the data from the perspective of the commognitive framework. Our analysis of the students’ discursive development in relation to instruction showed that the teacher’s discourse in the classroom was at a higher level than the students’ discourses, and the discourses of the teacher and his students differed from each other. The students adopted the teacher’s discourse when his discourse was transparent and explicit for them, but the students did not adopt the teacher’s discourse on reflection when particular elements in his discourse remained implicit for them. In order to enhance mathematical communication in the classrooms and support the discursive development of students, teachers need to be aware of their students’ development and make the elements of their discourses transparent in the classroom.

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