ORTAÖĞRETİM MATEMATİK ÖĞRETMENLİĞİ ÖĞRENCİLERİNİN MATEMATİKSEL İSPAT YÖNTEMLERİ HAKKINDAKİ GÖRÜŞLERİ
Author :
Abstract
Bu çalışmada, matematik öğretmenliği öğrencilerinin matematiksel ispat yöntemleri hakkındaki görüşleri nitel araştırma yöntemlerinden durum çalışması deseni kullanılarak incelenmiştir. Veriler Matematiksel İspat Yöntemlerine İlişkin Görüş Formu yardımıyla elde edilmiştir. Çalışma grubunu ölçüt örnekleme yöntemine göre belirlenen ve araştırmaya katılmaya gönüllü 10 ortaöğretim matematik öğretmenliği öğrencisi oluşturmaktadır. Her bir öğrenci ile klinik mülakat yapılmış ve verilerin analizinde betimsel ve içerik analizi birlikte kullanılmıştır. Bulgulardan, öğrencilerin matematiksel ispat yöntemlerini belirleyerek ispat yapmanın gerekliliği hakkında genellikle olumlu düşünceye sahip oldukları görülmüştür.
Keywords
Abstract
In this study, the opinions of the students of mathematics teaching on mathematical proof methods were examined using the case study design among qualitative research methods. The data were obtained with the help of the Opinion Form on Mathematical Proof Methods. The study group consists of 10 secondary school mathematics teaching students, who are determined according to the criterion sampling method and volunteer for participating in the research. A clinical interview was held with each student, and descriptive and content analysis were used together in the analysis of the data. Based on the findings, it was seen that students have positive thoughts about the necessity of proving by determining mathematical proof methods.
Keywords
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- tümdengelim olmak üzere iki temel yoldan yapılmaktadır (Çallıalp, 1999). Tümdengelim de
- Türnüklü, & Yeşildere, 2006). Ülkemizde matematiksel ispat ile ilgili yapılan araştırmalar özellikle son on yıl içerisinde
- yoğunluk kazanmıştır (Güler & Dikici, 2012). İspat yapabilmenin ön koşulu ispat yöntemlerini
- Şimşek, 2011), ve gönüllülük esasına göre belirlenmiştir. Araştırma, Doğu Anadolu Bölgesi'nde
- (Corbin & Strauss, 2007). Çalışmada ses kayıtları yazıya dökülmüş, özetlenmiş ve yorumlanmıştır. Daha sonra 4
